# Rainford High School
> Everyone Matters, Everyone Helps and Everyone Succeeds.
## Posts
### Rainford High Open Evening
### Sixth Form Open Evening
### Rainford High rugby team set to play at Wembley in national final
Rainford High’s Year 7 rugby team will take centre stage at Wembley Stadium this weekend as they compete in the Steven Mullaney Memorial Match – the national final of the Rugby Football League’s inspiresport Champion Schools competition.
The final, which kicks off Challenge Cup Finals Day on Saturday 7 June, will see Rainford High face Sirius Academy West from Hull, following an emphatic 32–0 semi-final victory over Brooksbank School in Elland.
The match represents the culmination of an exceptional season for Rainford High, having already secured both the St Helens Schools Rugby League Year 7 Cup and the North West Schools Rugby League Year 7 Trophy . Victory at Wembley would see them crowned treble winners.
The Steven Mullaney Memorial Match is one of the most prestigious fixtures in the schools’ rugby league calendar. This year’s final is especially significant for Rainford High, as it coincides with the 20th anniversary of former student and St Helens RFC star Jonny Lomax’s appearance in the same final for the school.
To mark the occasion, Jonny Lomax will present the current team with their match shirts during a special evening event hosted by St Helens RFC in the build-up to the final.
The team’s route to Wembley has been underpinned by Rainford High’s core values: ‘Everyone Helps, Everyone Matters, Everyone Succeeds’. The players have demonstrated outstanding commitment, attending regular training sessions and working together to improve individually and as a team.
Mr Andrew Skerry, Year 7 learning leader and PE teacher, said: “The boys have been a credit to the school all season. They’ve shown real discipline, drive and resilience, and their results speak for themselves. To now take this team to Wembley is incredibly special. The staff are immensely proud of what they’ve achieved.”
Mr Ian Young, principal of Rainford High, said: “We’re really proud of our Year 7 rugby team. Reaching the national final is a fantastic achievement and a reflection of the effort and
teamwork the boys have shown all season. It’s a brilliant opportunity for them to experience something very special at Wembley.”
The Year 7 team will travel to London on Friday morning, departing from the Totally Wicked Stadium alongside the St Helens RFC Women’s team, where they will be waved off by proud family members, staff and supporters.
The players will take part in a tour of Wembley Stadium on arrival, making the whole experience all the more memorable.
Mr Young added: “Playing at Wembley is a memorable moment for any young player. The boys have worked hard and shown great commitment – whatever happens on the day, they’ve done the school proud.”
### 2025 Results Day
A Level Results Day will take place on Thursday 14th August and
GCSE Results Day will take place on Thursday 21st August.
The school building will be open from 8:00am for students to collect their results. We look forward to celebrating with students the culmination of their work and to help them on their next steps.
Can’t collect results in person?
If students cannot collect results in person, they can be collected by a 3rd party by prior written permission.
ID must be provided matching the name nominated on the email.
This request should be sent by email to exams@rainford.org.uk
### Drama Club’s Cinders Pantomime: A Magical Performance for Local Primary Schools
The school’s Drama Club recently dazzled local primary school audiences with their delightful and highly entertaining performance of the pantomime Cinders.
From the beginning the cast had the young audience hooked with their lively performances, vibrant costumes, and well-timed slapstick comedy. Cinders is a fresh, humorous twist on the classic Cinderella story, and the students embraced every opportunity to bring their own unique flair to the characters. The pantomime format, with its signature mix of traditional fairy tale elements, interactive audience participation, and tongue-in-cheek humour, was an absolute hit with the primary school children, keeping them laughing and engaged throughout.
All the cast had worked hard on their performance, but there were a few standout performances and some audience favourites! The antics of the villainous stepsisters, Kaitlyn Atherton and Chloe Michalec, played the parts with exaggerated flair and comedic timing, really made the audience laugh. The pair’s over-the-top performances were a hit with the younger audience saying, "The cruel sisters made me laugh." who delighted in booing and hissing them at every opportunity. The chemistry between these two actors was infectious, and their ability to ham it up for the crowd was one of the most enjoyable aspects of the performance.
Another standout was the Lady Granny Grippington, whose whimsical presence provided some of the show’s funniest moments. The Poppy Mortimore’s humorous approach brought a delightful sense of comedy to the performance, and these were met with awe and excitement from the children saying, "I thought the grandmother was very funny!"
Finally, our pantomime would have been lost without our narrators, Cora Allen, Ryan Stamp-Jones and Maisy Campfield. The three of them had the ability to draw the audience in and encouraged the primary school children to join in with all the classic pantomime calls – shouting “Oh no, you didn’t!” and “It’s behind you!” at all the right moments. The interactive nature of the performance added an extra layer of excitement, and it was clear that the kids loved being part of the fun.
This was our first Drama Club’s production, and we think Cinders was a success, showcasing the creativity, enthusiasm, and talent of the students involved. The performance was filled with humour making it memorable experience for the local primary school audiences. The young children were thoroughly entertained, and it was clear that the students of the Drama Club enjoyed every moment of bringing this festive pantomime to life. It was also great to see our school ethos being thoroughly being shown by our cast but also by the primary schools as it was a lovely opportunity to bring our schools together.
Congratulations to the entire cast, crew, and all involved in this wonderful production. We look forward to seeing what the Drama Club will present next.
### A confidence-building adventure!
Students from Rainford High’s Core Curriculum group recently enjoyed an exciting trip to Rock and River Outdoor Pursuits in Mawdesley, Lancashire.
The Core Curriculum provision provides bespoke education and support for students with special educational needs and disabilities (SEND), enabling them to succeed both academically and in their personal development.
The adventure to Rock and River was designed to help foster friendships among students, encourage them to step out of their comfort zones, and build key life skills such as confidence, resilience, and teamwork.
The group took part in a range of activities aimed at boosting their physical fitness, helping them try new experiences, and building connections with others. Activities included archery, lighting fires, canoeing and fun games on the lake.
Student Ben Saniford commented: “My favourite was archery. It was my first time doing it and I hit the target every time.”
The trip was also an excellent opportunity to link the experience to their geography curriculum by exploring the local area. Most importantly, students learned about water safety - a vital skill that was woven into the day’s activities.
The day ended with a splash as several staff members, along with a few brave students, leapt into the lake, much to the delight of everyone.
Student James Quirk said: “My favourite part was the canoeing because I got to splash the teachers.”
Principal of Rainford High, Mr Ian Young said: “This trip was an incredible opportunity for our Core Curriculum students to grow in confidence, build friendships, and develop essential life skills in a fun and supportive environment.
“We are extremely proud of their achievements and grateful to the staff at Rock and River for helping to make this such a memorable experience for everyone involved.”
Speaking about the day, manager at Rock and River Outdoor Pursuits, Danny Taylor, added: “A lovely bunch of young people who attended and the staff were great too – it put a smile on my face."
### Girls' Year 7 rugby team reach national finals
Rainford High’s Year 7 girls' rugby team recently competed in The inspiresport Champion Schools Finals at the DIY Kitchens Stadium in Wakefield.
The team faced St Bede’s and St Joseph’s Catholic College, Bradford, in a thrilling 11-a-side game. The Rainford High students demonstrated incredible skill and determination throughout the game.
Despite an early setback, where they conceded three tries in the first 10 minutes and were 18-0 down, they showed remarkable resilience. They matched their opponents try for try in the remaining 30 minutes, with the final score of 38-20 reflecting a hard-fought match.
Special mention goes to Kate O'Keeffe, the team captain, who scored two tries and two goals. Alongside her, Layla Hitchen also delivered an impressive performance with two tries.
Kate’s exceptional efforts earned her the Player of the Match award, a rare honour for a player from the non-winning team, highlighting her outstanding leadership and skill on the field.
Incredibly, only three girls on the team had prior rugby experience before joining Rainford High last September. Since becoming part of Rainford's girls' rugby team, nine girls have taken the initiative to join local rugby teams outside of school, demonstrating the growth and passion for the sport within the student community.
Player of the Match, Kate said: “It was an incredible experience to play in the final, and I’m so proud of how everyone performed. We faced some tough challenges early on, but we didn’t give up. Being named Player of the Match means a lot, especially because it reflects the hard work of the whole team. I believe we’ve shown what we’re capable of, and I’m excited for the future of our team.”
Principal of Rainford High, Mr Ian Young, commented: “Reaching The inspiresport Champion Schools Finals is an extraordinary achievement for our Year 7 girls' rugby team. Their remarkable progress from having little prior experience to performing at this level showcases their commitment and hard work.
“A special thank you to our brilliant PE department for supporting them on this journey.”
### Students put on their dancing shoes
Students at Rainford High recently dazzled audiences with a sell-out movie-themed dance show.
The show featured a vibrant collection of routines from iconic films such as Grease, Titanic, The Greatest Showman, Barbie, and many more.
The production showcased the hard work and creativity of over 60 talented students from Years 7 to 11, who had been diligently planning and rehearsing since September. Behind the scenes, a team of students worked as music and lighting assistants, ensuring a seamless and professional performance.
Under the expert guidance of PE teacher, Miss Smith, along with the innovative contributions of the students, the choreography covered a diverse array of dance styles, including contemporary, commercial, modern, acro, hip-hop, lyrical and jazz. Each piece brought its unique flair and emotion to the stage, reflecting the dedication and passion of the young dancers.
"We were incredibly proud of our pupils for their hard work and enthusiasm in bringing this show to life," said Miss Smith. "Their dedication to perfecting each performance was truly inspiring, and we were thrilled to share their talents with the community."
Principal of Rainford High, Mr Ian Young, added: “Productions like this are a real highlight in the school calendar and it is wonderful to see so many of our students getting involved, both on stage and off stage. Well done to everyone who made this show possible.”
### Holocaust survivor leaves lasting impression
The Rainford High community had the privilege of welcoming inspirational Holocaust survivor, Harry Kessler, into school on Thursday 7 March.
As part of a visit organised by the Holocaust Educational Trust (HET), students from Years 9, 12 and 13 heard a first-hand account from the 93-year-old survivor who endured the atrocities of the Holocaust.
Harry Kessler shared in detail his personal story, which left a lasting mark on the hearts and minds of students and staff.
Born in Vienna, Austria, in 1930, Harry escaped persecution from Nazi occupation in both Austria and Czechoslovakia. He came to England in May 1939 and had no knowledge of the language.
Sadly, some of Harry’s family were not so fortunate, including his aunty Elsa, who was deported to Auschwitz where she died in 1944.
As part of the poignant visit, Harry participated in a question and answer session with students, offering valuable insights into the historical context, personal experiences, and the enduring message of hope that emerged from such a dark period in human history.
Speaking about the day, one student commented: “Hearing from a Holocaust survivor was a really powerful experience. It's one thing to read about history in books, but having a survivor here, in person, made it so much more real. It was truly inspirational.”
The visit forms part of Rainford High’s ongoing commitment to providing students with a well-rounded education that extends beyond textbooks and traditional learning methods.
Ian Young, principal at Rainford High, said: “It was a privilege for us to welcome Harry Kessler to our school and his testimony will remain a powerful reminder of the horrors so many experienced. We are grateful to the Holocaust Educational Trust for co-ordinating the visit and we hope that by hearing Harry’s testimony, it will enrich our students’ learning, make a positive difference in their own lives and they will embrace the key element of our school ethos that Everyone Matters.”
Karen Pollock CBE, chief executive of the Holocaust Educational Trust added: “The Holocaust Educational Trust educates and engages students from across the UK, from all communities about the Holocaust and there can be no better way than through the first-hand testimony of a survivor. Harry Kessler’s story is one of tremendous courage during horrific circumstances and by hearing his testimony, students will have the opportunity to learn where prejudice and racism can ultimately lead.
“At the Trust, we impart the history of the Holocaust to young people, to ensure that we honour the memory of those whose lives were lost and take forward the lessons taught by those who survived.”
### An unforgettable Rainford ‘High School Musical'
Recently, talented students at Rainford High came together to perform their own vibrant version of the Disney classic, High School Musical.
Across multiple, unforgettable sold-out shows, young people from Years 7 to 13 wowed hundreds of parents, carers, staff, and members of the local community, acting, dancing, and singing their hearts out.
The story of High School Musical follows star basketball player, Troy Bolton, and maths enthusiast, Gabriella Montez, as they navigate high school and develop their passion for performing and singing, particularly as part of the school production. In doing so, they challenge the school’s social cliques and stereotypes, and also form a relationship with each other.
Over 80 cast members took to the big stage to perform an array of songs, including ‘Breaking Free’, ‘We’re All In This Together’, and the upbeat ‘Stick to the Status Quo’.
In addition to the cast, a large number of students got involved in the crew and live band, playing instruments, assisting with lighting and props, managing sound, and much more, helping to bring the Disney story to life.
For several Year 13 students, these performances were very special as they marked their final production at Rainford High.
Isla, who portrayed a powerful Sharpay, said: “After being a staple part of the school show for the past seven years, I’m so grateful to have finished on such a high! Soon, I’ll be pursuing musical theatre in London, and it’s clear that the productions at Rainford High were integral to my journey.”
Isaac, who confidently took on the role of Chad, commented: “I am very glad I have been given the opportunity to be a part of the school show again this year. It has allowed me to come out of my shell and pursue my love of drama! I am gutted to be leaving at the end of this year, as a huge part of my life will be missing.”
Staff from the Rainford High performing arts department worked together to ensure that this year’s musical was highly exciting and inclusive, offering a range of ways for students to get involved.
Gill Bocker, head of performing arts at the school, said: “We are delighted that this year’s show has been so inclusive – everyone has been welcome to join as cast members or as part of the live band, lighting, and sound crew. We are very proud of all the students who contributed to this fantastic event, truly demonstrating our ethos of ‘Everyone Matters, Everyone Helps, Everyone Succeeds’.”
Curriculum leader of drama, Samantha Hett, added: “It has been a privilege to direct and choreograph such a fun show. I have enjoyed every rehearsal, and seeing the smiles on the faces of the students and members of the audience was definitely worth all our hours of hard work. I’m really going to miss this one!”
Drama and performing arts are a key and robust part of the curriculum at Rainford High, and the school is eager to facilitate an array of opportunities for students, fostering their creativity and cultural awareness.
Principal, Ian Young, said: “A huge well done to everyone who took part in our recent production. We are delighted with the success of the show and extremely proud of the passion demonstrated by each and every student, both on stage and behind the scenes.”
All at Rainford High are now looking forward to the next production, which will take place in February 2025.
### Rainford High raise ‘more than ever before’
Rainford High helped support many families and charities over Christmas by donating generously to local causes, having raised “more money and collected more items than ever before”.
In December, staff and students from the school, which is located on Higher Lane, came together to give back to the local community and help those in need through a range of fundraising initiatives, which included participation in the Chocolate Orange Challenge, hosting Christmas markets, food bank and toy appeal collections, a Christmas concert and more.
Students had been particularly focused on collecting a variety of items to donate to different charities, including food, toiletries, toys, and clothing, bringing these products to school on donation days throughout the festive period and surpassing previous years’ collection records.
A huge number of hampers were created for the local community alongside toy donations given to the St Helens toy appeal, food donations to The Salvation Army, and 552.4kg of donation items to the St Helens food bank, bringing the yearly donation total to 1565.56kg.
Rainford High also held its annual Christmas markets which consisted of a range of stalls, food and drinks, crafts, games, and even a festive grotto, inviting the local community to have fun and help raise money together – with an impressive total of over £7000 raised.
Monetary donations from the different activities that have taken place have been sent to numerous charities and will make a great difference in the lives of lots of individuals.
Director of business and finance, Miss Alex Marsh, who is also the lead for fundraising activities at the school, said: “This season of goodwill, our whole school community worked together to raise an exceptional amount of money and collected items that will help so many people. I’m extremely proud of the support our students and staff have shown and extended to our community.”
Principal of Rainford High, Mr Ian Young, added: “Our ethos of Everyone Matters, Everyone Helps, Everyone Succeeds has truly been reflected in all that our young people have done this year. So much so that, together with staff, they have raised an incredible amount of money and compiled such a wide range of products that we’ve surpassed not only last year’s numbers, but all years.
“Our students understand the importance of assisting others and are eager to make a lasting, positive impact. We are looking forward to the new year and continuing our charity work and initiatives.”
### 1625kg of donations delivered to foodbanks
Rainford High concluded the school year with an incredibly impactful whole-school foodbank drive.
Throughout the year, the school has organised an array of collections in order to support local foodbanks and charities. The dedicated students and staff joined forces for one final charitable push to help those in need.
The cost of living crisis has led to an increase in people using foodbanks across the UK, and St Helens is no exception. During summer, many families may feel extra monetary pressure due to children being at home as opposed to in school, where they had access to school meals as well as activities and classes to keep them occupied.
The school often aims to donate just before longer holidays in order to support those in the local and wider community who may struggle during this time.
This year, a competitive edge was added to the donating process using the school’s house system. Students across the year groups are allocated to one of five houses: Integrity, Resilience, Endeavour, Compassion and Determination. For this foodbank drive, each house was encouraged to compete with each other in a bid to be the team with the most donated items.
Staff and students alike certainly got into a competitive and enthusiastic spirit, bringing in a large variety of food and necessities including toothpaste, cereals, juices, tinned foods, and much more.
Integrity donated 215 items, Resilience, 303, Endeavour, 316, Compassion, 353, and Determination, a huge 470 – bringing the total to 1,657.
All donations were handed over to The Hope Centre, St Helens, to be given to different St Helens foodbanks.
Upon its final donation of the year, the school received a certificate. It highlighted that, from September 2022 to July 2023, Rainford High has donated an impressive 1625.94kg worth of donations which have supported many residents in the St Helens borough.
Director of business and finance, and lead of the school’s fundraising and charitable activities, Miss Alex Marsh, said: “I am so proud of our final donation to The Hope Centre, St Helens, as the contributions of our students and staff members will help a lot of people, especially during the summer holidays where some families may need that extra support.
“We believe that ‘Everyone Matters, Everyone Helps and Everyone Succeeds’, and this is something that we apply to not only our school, but to the local area. It is important everyone works together to create a close, positive, and supportive community that we all can be proud of.”
Mr Ian Young, principal of Rainford High, added: “Our final foodbank drive has been a wonderful way to close the year. To find out that we have collectively donated 1625.94kg is amazing, and we are looking forward to participating in further fundraising and collections next academic year.”
### Students take learning outside the classroom
As the end of the academic year approaches, students at Rainford High have been embarking on a range of exciting trips.
Various subject departments in the school hosted visits to locations across and outside of the UK as to further educate students in an exciting way under the sun.
Year 8 historians travelled by coach and ferry to mainland Europe, spending time in Belgium and France.
In Belgium, students paid their respects at the Langemark German Cemetery, Hill 60, and the Flanders Field Museum.
Staff and students stood together for a two-minute silence at the Menin Gate as two students had the privilege of laying a wreath at the last post ceremony.
Their day in Northern France consisted of exploration of the Somme Valley, including the Thiepval Memorial to the Missing of the Somme, where Mr Brown shared the story of John Roberts, a miner from Rainford, who was one of the British and Commonwealth troops, with the student historians.
Head of history at Rainford High, Laura Williams, said: “It was rewarding to see (students) engage with living history and put what they have learned in the classroom into practice.”
Meanwhile, the PE department jetted off to Barcelona with the boys’ and girls’ rugby teams before driving to France.
The first couple of days entailed of kayaking along the coast, exploring coves and passageways, training sessions to focus on attack and defence movements and time spent in Perpignan city centre.
The next day, they played multiple rugby matches against local teams, with the girls coming second to Pia Donkeys U14s, who play in the top league in France, and the boys winning against Salses XIII with a close score of 26-24.
Rainford’s players also had the opportunity to enjoy the Catalan Dragons vs St Helen’s and were eager to show their support to their local team.
Back in the UK, the performing arts departments took its students to London for three days to explore the city and the performing arts industry.
Year 10 and 12 music and drama students immersed themselves in their subject, partaking in a variety of workshops at the iconic Pineapple Studios, trying their hand at productions like Wicked! and The Play That Goes Wrong. They received constructive feedback from industry professionals who inspired the students with their talent and expertise.
A visit to Shakespeare’s Globe Theatre provided an insight on how Shakespeare plays were performed in the 17th century as well as how to engage audiences in such a classical style.
For many, the highlight of the trip was seeing Wicked! at the Apollo Victoria theatre.
Isla Burrows, a Year 12 student, commented: “It was such an incredible show, I couldn’t stop crying. I think I got so overwhelmed because I was watching people on stage do what I want to do, and it just confirmed how much I want to be a performer!’
Also, this term, 60 Year 8 children from the school adventured to the world-renowned Eden Project and Bristol Wild Place as part of their science education, participating in workshops, and exploring the area.
In one workshop, students investigated plant adaptations across a tropical rainforest and Mediterranean biome, using their scientific reasoning to understand it.
At Bristol Wild Place, they acquired knowledge about the landscape, including the progression of animal adaptation and how human life is negatively affecting it.
Overall, everyone left the trip with a greater education and appreciation for the natural world, understanding the importance of safeguarding it and feeling motivated to make a difference.
Principal of Rainford High, Ian Young, said: “It has been a delight to see our students expand their horizons through educational trips down south and to other countries. We’re proud of the commitment they have shown to each subject area during these visits and the respect and maturity displayed whilst doing so – embodying our ethos of ‘Everyone Matters, Everyone Helps, Everyone Succeeds’.
“It has been the perfect way to end the year and celebrate the hard work of staff and students alike. We are looking forward to the opportunities that the next academic year holds.”
Staff at Rainford High strive to deliver learning in a creative and engaging way and were thrilled that students had an unforgettable time on their respective trips.
### Students play football in Madrid
Budding footballers from Rainford High recently embarked on an adventure of a lifetime in Madrid.
As part of a football-themed trip with the PE department, two Year 9 boys’ football teams and the Year 9/10 girls’ football team spent five days soaking up the sun in Madrid, visiting landmarks, enjoying local attractions, and even competing against Spanish teams.
The first two days saw students exploring Parque de El Retiro near the Royal Palace of Madrid, and the amusement park, Parque Warner, as well as participating in football matches.
Rainford High students cheered each other on as they played against Athletico Club Torres. The Rainford boys’ B team won the match by 2-1, with the victory goals coming from Zain El Farmawy and Matthew Jacobson. The girls’ team won by an impressive 5-1, with four of the goals coming from Jess Lightfoot and Amelie Waine. Tom Bolton and Layla Gray received player of the match in their respective games.
The third and fourth days were some of the most memorable as students had the opportunity to train in the professional environment of the Real Madrid training ground, dressed in the team’s kit and coached by the Real Madrid coaching team.
In addition to this, a tour of the Santiago Bernabéu Stadium was held, and staff and students came together once again to support its players in a final football match against Juventud Torrejón FC. After an intense game, the result was a tie of 2-2 following goals from Matthew Jacobson, and Noah Shaw, who was selected as player of the match.
On the final day in Madrid, time was spent sightseeing, shopping, and watching the Rayo Vallecano vs Barcelona game. Staff and students also came together for an awards evening, celebrating their terrific time in Spain and appreciating the efforts and talents of players within all teams.
Upon arriving home from the trip, positive feedback came flooding in from parents whose children had thoroughly enjoyed and benefitted from the experience.
One parent said: “I just wanted to say a huge thank you to you all for an amazing trip. He’s loved it all and it’s done him the world of good to be away with his school friends.
“The videos on Instagram are just lovely to watch, they brought a tear to my eye! It all looked fantastic, and memories have been made to last a lifetime. What a unique experience!”
Another parent commented: “Rainford High should be proud of such a fantastic, supportive and encouraging sports department.”
“I would just like to thank you (Mr Allen) and the other teachers that supported this trip. I can’t begin to imagine how much work went on in the background. My daughter had a fantastic time.” Said a parent of one of the players on Rainford’s girls’ team.
Principal of Rainford High, Ian Young, was thrilled with the response to the trip: “We are absolutely delighted that our Year 9 and 10 football teams had a fantastic time in Madrid exploring the city, getting to know the culture, and of course practicing their football skills in an exciting, new context.
“At Rainford, all of our departments are dedicated to providing the very best learning experiences that they can. We are committed to providing an ambitious and fulfilling curriculum inside and outside the classroom, so to receive such great feedback from both students and their parents fills me with pride.”
### Duke of Edinburgh celebrations
Rainford High recently held a Duke of Edinburgh (DofE) Celebration Week which included its inaugural DofE presentation evening.
The Duke of Edinburgh’s Award is a programme that invites young people to participate in a range of activities to develop essential skills. Through volunteer work, fundraising, expeditions, and more, students build confidence, learn to work as a team, and generally grow as people.
The evening celebrated the impressive achievements of students at the school who had completed the bronze and silver stages of the internationally recognised award in 2022.
Year 10 students who embarked on DofE for the first time for the bronze award demonstrated admirable commitment by volunteering to assist neighbours, coaching younger children at sports clubs, and working with organisations in the local community. They also enhanced their academic and sporting skills at a two-night expedition in the Ribble Valley.
These students will have the opportunity to enrol on the silver award in Year 11, developing other physical skills and taking part in a three-day expedition to test their navigational and organisational abilities.
At the presentation evening, certificates, badges, and delicious cakes were given to the DofE participants. Cakes and treats were also enjoyed by the families and guests that attended. A visit from Denise Hiller who has been delivering the award for 26 years made the night even more special.
The event follows a recent visit to Buckingham Palace to meet the new Duke of Edinburgh, HRH Prince Edward, for nine of the school’s gold DofE students.
All at Rainford High look forward to the second awards evening later this year which will be held in September to celebrate the current 2023 DofE cohort.
Principal of Rainford High, Ian Young said: “We’re delighted that our first ever DofE presentation evening was a success. As a school community, we enjoyed coming together to celebrate the fantastic achievements of our students who have worked so hard to complete the award.
“I would also like to thank our wonderful DofE managers and leaders who commit to running the award at our school and make it an excellent experience for our students. We’re proud to offer the programme to students and encourage them to take part and learn new skills.”
### Fundraising in memory of Helen Quinn
Staff from Rainford High recently took part in the Mersey Tunnel 10k Run in memory of Helen Quinn, a senior learning assistant who passed away last year.
35 members of staff from across the school, including teachers, support staff, office staff as well as the principal, put on their running shoes in a bid to raise money for MacMillan Cancer Support.
The school has raised vital funds for the cause for many years, however, it is more pertinent than ever after Helen sadly lost her battle with acute myeloid leukaemia in July 2022.
Over the 16 years that Helen worked at the school she helped many children reach their full potential and supported them in breaking down any barriers they faced.
She was also pivotal in helping the school raise money for charities, both big and small. Staff and students will continue these fundraising efforts in her legacy.
Between the Mersey Tunnel 10k run and last year’s Macmillan Coffee Morning, Rainford High has raised over £3600 for the charity.
The run started in Vauxhall and saw participants enter the Kingsway Tunnel and finish in New Brighton. The runners were cheered on by Helen’s daughter, Carly, which spurred them on even more.
Miss Jo Burgess, assistant principal and SENDCO, helped coordinate the fundraising. She said: “Helen was kind, caring, fun-loving, compassionate and always up for a laugh - nothing was ever too much for this amazing lady.
“We are determined to continue fundraising for Macmillan in Helen’s name and help so many others with their fight against cancer.”
Principal of Rainford High, Mr Ian Young, commented: “I am extremely proud of the team coming together to run in memory of Helen.
“She was absolutely adored by students, families and staff. Helen always put everyone else first and nothing was ever too much for her. As a school, we will continue to honour Helen in everything that we do.”
## Pages
### Apprentice Learning Assistant
Required from September 2025
£14,566
Duration: 18 Months
37 hours per week - Full Year Round
Our School Values: Everyone Matters, Everyone Helps, Everyone Succeeds
Join the Excitement at Rainford High ! Learning Assistants Wanted – No Experience Necessary as Full Training Will Be Given!
Are you passionate about education and eager to be part of the journey that inspires the next generation? Rainford High, part of The Everyone Matters Schools Trust, is seeking Learning Assistants to join our vibrant and growing community. Are you innovative? Can you adapt easily to change and work in a fast-paced environment? Do you have an eye for detail? If you like to contribute to a culture where Everyone Matters, Everyone Helps, and Everyone Succeeds, then this opportunity is for you!
Please send a completed application form to j.kershaw@rainford.org.uk by 12pm on Thursday 4th September 2025
EMT-Apprentice-Learning-Assistant-JD-Sept 25
Job-Application-Support-Staff-Blank
### Learning Assistant Level 2
Required from September 2025
SCP 3 (actual salary £17,215)
30 hours per week, term-time + 5 days
Our School Values: Everyone Matters, Everyone Helps, Everyone Succeeds
Join the Excitement at Rainford High ! Learning Assistants Wanted - No Experience Necessary as Full Training Will Be Given!
Are you passionate about education and eager to be part of the journey that inspires the next generation? Rainford High, part of The Everyone Matters Schools Trust, is seeking Learning Assistants to join our vibrant and growing community. Are you innovative? Can you adapt easily to change and work in a fast-paced environment? Do you have an eye for detail? If you like to contribute to a culture where Everyone Matters, Everyone Helps, and Everyone Succeeds, then this opportunity is for you!
Please send a completed application form to j.kershaw@rainford.org.uk by 12pm on Thursday 4th September 2025
LA-L2-Job-Description CA
Person-Specification-LA L2 CA
Job-Application-Support-Staff-Blank
### Attendance Manager
Required from September 2025
SCP 12-17 (actual salary £23,835-£25,855)
37 hours per week, term-time + 5 days
Our School Values: Everyone Matters, Everyone Helps, Everyone Succeeds
Join the Excitement at Rainford High ! Attendance Manager Wanted!
Are you passionate about education and eager to be part of the journey that inspires the next generation? Rainford High, part of The Everyone Matters Schools Trust, is seeking an experienced Attendance Manager to join our vibrant and growing community. Are you innovative? Can you adapt easily to change and work in a fast-paced environment? Do you have an eye for detail? If you like to contribute to a culture where Everyone Matters, Everyone Helps, and Everyone Succeeds, then this opportunity is for you!
For an informal chat about this role please contact our Vice Principal , Mr Joe Kenyon at j.kenyon@rainford.org.uk.
Please send a completed application form to j.kershaw@rainford.org.uk by 12pm on Monday 1st September 2025
Attendance Manager JD
Job-Application-Support-Staff-Blank
### Apprentice Learning Assistant
Start date: September 2025
Duration: 18 months
Hours: 37 hours per week, full year round
Salary: £14,566 per annum
Our School Values: Everyone Matters, Everyone Helps, Everyone Succeeds
Join the Excitement at Rainford High ! Apprentice Learning Assistant wanted !
Are you passionate about education and eager to be part of the journey that inspires the next generation? Rainford High, part of The Everyone Matters Schools Trust, is seeking a Apprentice Learning Assistant to join our vibrant and growing community. Are you innovative? Can you adapt easily to change and work in a fast-paced environment? Do you have an eye for detail? If you like to contribute to a culture where Everyone Matters, Everyone Helps, and Everyone Succeeds, then this opportunity is for you!
For an informal chat about this role please contact our Director of Business and Finance Ms Alex Marsh at a.marsh@rainford.org.uk.
Please send a completed application form to j.kershaw@rainford.org.uk by 12pm on Friday 27th June 2025
EMT-Apprentice-Learning-Assistant-JD-May-23-1 (3)
Job-Application-Support-Staff-Blank
### Fashion/Textiles
BTEC
Careers related to studying Graphics:
The BTEC Level 3 Textiles course qualifies for UCAS points equivalent to one and a half A levels and many students who successfully complete this course often go on to study the subject at Foundation level or gain direct entry onto Degree courses or the workplace. Careers in this field include: Textiles designer, Fashion designer, Fashion Illustrator, Blogger, Fashion Journalist, Stylist, Costume designer, Buyer, Merchandiser, Fashion magazine editor, Trend forecaster
Course content:
The course will enable you to build a broad folder of work across a range of Textiles design & promotion disciplines. This is particularly advantageous if you want to apply for a degree course. You will have the opportunity to work with professional people on real externally set projects as well as developing your skills in areas of Fashion that may include:
Fashion illustration
Fashion communication
Fashion promotion
Trend Prediction
Pattern cutting
Garment making
Fashion event management
Fashion photography & Styling
Textile construction & surface pattern
Entry requirements:
You must have achieved at least a Level 5/Merit at KS4 in Design Technology or Art and Design.
Subject specific events:
Trips to local and national galleries and textiles related museums and events will be organised to broaden your experience and put your studies into context. Links will be made with industry allowing you to get an insight into working in this exciting sector.
Methods of study:
You will be encouraged to work imaginatively, creatively and independently at all times whilst exploring different fashion materials, techniques and processes. Throughout your studies you will produce an extensive design portfolio addressing specific assessment criteria and this body of work will be invaluable support for university or employment interviews. Through a range of creative design and/or make activities you will:
develop your research and analysis skills as you study the work of current and influential designers and learn how to critically analyse their work
improve your understanding of planning, presenting and annotating your own work
respond to set tasks using both traditional and digital techniques as you develop 2D and 3D solutions
regularly review and reflect on your work and make plans for your own personal development
develop your skills and confidence in creating and presenting your work to others
Methods of assessment:
2 x Examination units:
Visual Recording and Communication
Externally set task with 5 weeks preparation time Portfolio/Written response/3 hour supervised exam
Critical and Contextual Studies
Externally set task with 4 weeks preparation time Written response/3.5 hour supervised assessment
4 x Coursework Assignments:
The Creative Process
Internally assessed/Practical/Portfolio
Materials, Techniques and Processes in Art & Design
Internally assessed/Practical/Portfolio
Textiles Exploration
Internally assessed/Practical/Portfolio
Fashion Exploration
Internally assessed/Practical/Portfolio
You must complete the full two‐year programme of learning to achieve the qualification as it is the equivalent in size to one and a half A‐Levels.
### Teacher of English
Start Date September 2025
MPS1-UPS3
Join the Excitement at Rainford High! Teacher of English Wanted!
Are you passionate about English and eager to inspire the next generation of innovators and thinkers? Rainford High, part of The Everyone Matters Schools Trust, is seeking a dynamic and caring Teacher of English to join our vibrant and growing community. If you’re ready to make a significant impact on the lives of young minds and contribute to a culture where Everyone Matters, Everyone Helps, and Everyone Succeeds, then this opportunity is for you!
Completed application form and supporting letter should be returned to my Personal Assistant, Mrs Julie KershawPA@rainford.org.uk, by 12 pm on Friday, 16th May 2025. Interviews week commencing 19th May 2025.
Recruitment Pack English Teacher v1.1
Job Application Teacher Feb 24 1 Blank
### Teacher of English
Start: September 2025
MPS1 – UPS 3
Join the Excitement at Rainford High! English Teacher Wanted!
Are you passionate about English and eager to inspire the next generation of innovators and thinkers? Rainford High, part of The Everyone Matters Schools Trust, is seeking a dynamic and caring English Teacher to join our vibrant and growing community. If you’re ready to make a significant impact on the lives of young minds and contribute to a culture where Everyone Matters, Everyone Helps, and Everyone Succeeds, then this opportunity is for you!
Please send completed application forms to the Principals Personal Assistant Mrs Julie Kershaw at pa@rainford.org.uk by 12 noon on Friday, 16th May 2025. Interviews week commencing 19th May 2025.
Recruitment Pack English Teacher v1.1
Job Application Teacher Feb 24 1 Blank
### Teacher of Maths - Maternity Cover
Fixed Term: Maternity Cover
Start: Autumn Term 2025
M1 - UPS 3
Join the Excitement at Rainford High! Maths Teacher Wanted!
Are you passionate about Mathematics and eager to inspire the next generation of innovators and thinkers? Rainford High, part of The Everyone Matters Schools Trust, is seeking a dynamic and caring Maths Teacher to join our vibrant and growing community. If you’re ready to make a significant impact on the lives of young minds and contribute to a culture where Everyone Matters, Everyone Helps, and Everyone Succeeds, then this opportunity is for you!
Please send completed application forms to the Principals Personal Assistant Mrs Julie Kershaw at pa@rainford.org.uk by 12 noon on Thursday 1st May 2025
RAINFORD RECRUITMENT PACK Teacher of Mathematics Temporary Contract
Job Application Teacher Feb 24 1 Blank
### Y9 – KS4 curriculum 2025-2027
Y9 - KS4 Curriculum Assembly
Curriculum Booklet 2025-27
Curriculum Choices Login
Our 2-year KS4 offer enables students to access a broad and balanced suite of qualifications that carefully matches their interests and ambitions. This commitment enables them to develop the knowledge and skills from KS3 to achieve academic success in nationally recognised qualifications and be prepared for their personal journey to access the next stage of their learning in their choice of post-16 pathways.
In addition to the core subjects of English, Maths and Science, students can choose from a wide range of subjects during the KS4 Curriculum process.
In Years 10 and 11, everyone in Pathway A studies English, English Literature, Maths, a Modern Foreign Language, Humanities and Science (through either a combined or ‘separates’ course). In addition, students have 2 choices from a range of vocational, technical, and academic subjects.
In Pathways B, C and D everyone studies English, English Literature, Maths and Science (through either a combined or ‘separates’ course). In addition, students have a choice from Triple Science, Computer Science, French, Spanish, History and Geography as well as 3 further choices from a range of vocational, technical, and academic subjects in different disciplines
Key Dates this year:
Year 9 Curriculum Assembly
Thursday 8th January 2025
Year 9 Curriculum Evening
Thursday 23rd January 2025
Deadline for completion of choices
Friday 7th February 2025
People to contact:
Year 9 Learning Leader: Mr S. Harvey
s.harvey@rainford.org.uk
Year 9 Pastoral Manager: Mrs L. Greenall
l.greenall@rainford.org.uk
Connexions Advisor: Mrs Erin Johnson-Finnerty
Erin.johnsonfinnerty@careerconnect.org.uk
### Y10 to Y13 Exam Information
Year 10 mock examinations
Y10 Presentation to Parents May 1st 2025
Y10 GCSE exam revision information Summer 2025
Y10 Exam Timetable 2025
Year 11 examinations
Everyone Succeeds Evening Information Booklet 2024
Yr11 Application sessions w/c 10th March
Yr11 Presentation to Parents March 2025
GCSE Exam Timetable Summer 2025
GCSE exam revision information Summer 2025
Year 12 mock examinations
Y12 Exam Timetable 2025
Year 13 examinations
KS5 A level Exams Summer 2025
A Level Revision Information Summer 2025
### Extra-Curricular at Rainford
Please see below a full schedule of the extra-curricular clubs and societies at Rainford at both lunch time and afterschool.
If you have any questions about any of the clubs, please see the member of staff responsible. If you have any questions about clubs and societies at Rainford, email d.mcintosh@rainford.org.uk
Monday
Tuesday
Wednesday
Thursday
Friday
Lunch Time 12:30-1:15pm
Game Show Club S08a All Welcome Mr McKeown and Mr Heaton
Rubik’s Cube Club Maths Year 7- invite per half-term Mr Ndebu
Film Club N111 Year 7 and 8 Miss Roose
Power and Conflict Poetry E002 Sign-up with Mrs Bray
LGBTQIA+ Society E104 All welcome Miss McIntosh
Book Club English All welcome Miss Hayes and Mrs Kidd
Journalism and Blog Club E009 All welcome Miss Drury and Mr Calderbank
Sewing Club S103 Key Stage 3 Mrs Holmes
Duke of Edinburgh S202 KS4 Mr Rothwell
KS4 Textiles S103 Mrs Holmes
Horrible Histories E106 Year 7 and Year 8 Miss Smyth
Computer Coding Club S203 Key Stage 3 Mr Williams
Drama Club Auditorium All welcome Mrs Abbot and Miss Medlock
Rainford Singers N117 Mrs Bocker
Ethflix E102 All welcome Mr Penfold
Duke of Edinburgh S202 KS4 Mr Rothwell
Anime/Manga Club N110 All welcome Miss Brothers
Psychology C110 Year 11 welcome Mrs Graham
Basketball* Mr Allen, Miss Roberts
KS4/5 Band Project Music Years 10-13
Coding for girls S202 Year 7 and 8 Mrs Wall
KS3 Band Project Music Years 7-9
Ancient History Club E107 Key Stage 3 Miss Dalton
Shakespeare Festival Invite only!
Photography Club N113 KS3/KS4 Catch up Mr Hughes
French Club E108 Year 8 Miss Charlesworth
Climate Action Group G004 All welcome Mrs Robinson
Y11 Boys Sports Sports hall Mr Unsworth
Space Society S09A All welcome Mr Harvey
Badminton/Table Tennis Mr McBride
Netball* Mrs Kerr
Y11 Boys Sports Sports Hall Mr Unsworth
After school
School Production Auditorium Performing Arts Department
Art coursework club N110 GCSE/A level students Mrs Brothers
Y9 and Y10 Boys Rugby* Mr McBride
School Production Auditorium Performing Arts Department
Dance Miss Smith and Miss Roberts
Y8 and 9 Boys Football* Mr Bromhead
Girls Football* Mr Stow
Y7 Boys football* Mr Allen
Y7 and 8 boys Rugby* Mr Skerry & Mr Pendlebury
Basketball* Mr Unsworth
Girl’s Rugby Miss Rudge
Netball* Mrs Kerr
*Students attending sports clubs should talk with PE staff members about meeting places.
### Our School Video
### Teacher of English
MPS – UPS 3
Required from January 2025
Join the Excitement at Rainford High! English Teacher Wanted!
Are you passionate about English and eager to inspire the next generation of innovators and thinkers? Rainford High, part of The Everyone Matters Schools Trust, is seeking a dynamic and caring English Teacher to join our vibrant and growing community. If you’re ready to make a significant impact on the lives of young minds and contribute to a culture where Everyone Matters, Everyone Helps, and Everyone Succeeds, then this opportunity is for you!
Please send completed application forms to pa@rainford.org.uk by 12 noon on Monday, 14th October 24
Teacher of English JD Sept 24 CADownload
Teacher of English Letter from Principal Sept 2024Download
Teacher of English Person Spec Sept 24Download
Job-Application-Teacher-Feb-24-1-Blank-1Download
### Synergy
At Rainford High School we use School Synergy to help manage and report on many aspects of school life.
There is a host of information available to parents in summary and detailed form:
Behaviour and Praise
Attendance – daily breakdowns
Student timetable with attitude to learning entered for each lesson.
School calendar – so you never miss events
Copies of assessment reports through linked documents
All communication sent is via your inbox. Parents can easily send messages to school and respond to requests through the App with the facility to add files, such as absence evidence.
Homework set (called ‘Assignments’ in School Synergy).
Each parent/carer or family member who wish to have access must use their own Student Code. The Student Code is unique to you and your child.
If you do not have your login details for School Synergy, please use the link below to contact us. We will email you your activation codes, along with some supporting documents, and will be on hand to help at any point.
School Synergy - Request Activation Codes
The 4 page guide includes a video to help you navigate School Synergy.
The Parent App is free to download using the links below:
In addition, we encourage all students to download the Student version of the App so that they can easily access their Synergy account and see Homework (‘Assignments’) set there. If you have further issues or questions, please email parentalaccess@rainford.org.uk
### Invite: Rectory
### Invite: Crawford
### Learning Assistant L2
Responsible toSENCOSalarySCP3 Plus SEN AllowanceStart DateASAPHours:30 hours per week, term-time + 5 days
Our school values: Everyone Matters, Everyone Helps, Everyone Succeeds
We are looking for people who are committed to driving inclusion, supporting students’ needs and would like to be part of our expanding SEN department in a teaching assistant role.
Rainford High is committed to safeguarding childrenTo ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicants will undertake an enhanced DBS check.
Completed application form and supporting letter should be returned to Mrs Julie Kershaw/Mrs C Andrews PA@rainford.org.uk by Monday, 30th September at 12pm. Date of interview to be confirmed.
Job-Application-Support-Staff-BlankDownload
LA-L2-Job-Description (2)Download
Person-Specification-LA-L2-1 (3)Download
### Invite: Garswood
### Invite: Bleak Hill
### Invite: Eccleston Mere
### Invite: Rainford Brook Lodge
### Invite: Rainford C of E
### Invite: Billinge St Aidans
### Invite: Billinge Chapel End
### Teacher of Social Sciences
MPS – UPS 3
Required ASAP
Join the Excitement at Rainford High! Social Sciences Teacher Wanted!
Are you passionate about Social Sciences, able to teach Health and Social Care, Childcare and Sociology and eager to inspire the next generation of innovators and thinkers? Rainford High, part of The Everyone Matters Schools Trust, is seeking a dynamic and caring Social Science Teacher to join our vibrant and growing community. If you’re ready to make a significant impact on the lives of young minds and contribute to a culture where Everyone Matters, Everyone Helps, and Everyone Succeeds, then this opportunity is for you!
Please send completed application forms to pa@rainford.org.uk by 12 noon on Friday 13th September 24
Teacher of Social Science JD July 24 CADownload
Teacher of Social Science Letter from Principal Aug 24Download
Teacher of Social Science Person Spec Aug 24Download
Job-Application-Teacher-Feb-24-1-Blank-1Download
### Pastoral Leader
SCP 12-17 (fte £26,421-£28,770)
Required asap
Join the Excitement at Rainford High! Pastoral Leader Wanted!
Are you passionate about education and eager to inspire and care for the next generation of innovators and thinkers? Rainford High, part of The Everyone Matters Schools Trust, is seeking a dynamic and caring Pastoral Leader to join our vibrant and growing community. If you’re ready to make a significant impact on the lives of young minds and contribute to a culture where Everyone Matters, Everyone Helps, and Everyone Succeeds, then this opportunity is for you!
Please send completed application forms (new applications only please) to pa@rainford.org.uk by 1st September. Interviews to be held on Wednesday 4th September.
Pastoral Leader June 24 CADownload
Pastoral Leader Person Spec Jun 24 CADownload
Job-Application-Support-Staff-BlankDownload
### Music
BTEC
Careers related to studying Music:
If you choose to study music, you will be developing your musical, technical and listening skills as well as many transferable skills such as self-evaluation, practice and review which are highly regarded by higher education and employers in many fields. Careers specifically related to music include performing, composing, teaching, sound engineering, music production and music promotion and administration.
Course content:
The course is divided into 2 main modules – Music Skills Development and The Music Industry. These cover a wide range of practical skills and are studied in 4 units:
· Performing as an ensemble
· Creating musical material
· Using musical styles
· Planning a career in the music industry
Entry requirements:
Ideally you will have a Level 2 Merit or above in BTEC Tech Award in Music Practice or a Level 5 or above in GCSE Music. You should be able to play an instrument or sing to at least Grade 4 standard and have some knowledge of music technology. This is a very practical course and so you must be willing to practise regularly both on your own and with others.
Subject specific events:
We will hold regular concerts at which you will either perform or work backstage in sound production or administration. Throughout the course you will have the opportunity to visit professional performances and venues and take part in the annual performing arts trip to London.
Methods of study:
There are five lessons a week divided between two subject specialists. We also provide free instrumental tuition from our team of visiting staff.
Your learning will be divided between lessons on performance, use of DAW (Garageband and Logic) and exploration of the music industry. You will work independently both on DAW to complete composition projects and in developing your own research, and with others as part of an ensemble.
Methods of assessment:
The course is a two – year programme and is assessed entirely by internally set and marked assignment briefs.
Module A1: Performing as an ensemble
Learners will be assessed on their ability to:
· Contribute to the development of musical material through rehearsal
· Review choices and actions made in rehearsal to develop musical material
· Apply ensemble performance skills
Module A2: Creating musical material
Learners will be assessed on their ability to:
· Demonstrate an understanding of musical sequencing techniques when developing musical material in response to a brief
· Apply creative processes when developing musical material
Module A3: Using musical styles
Learners will be assessed on their ability to:
· Apply stylistic conventions to musical materials in response to a brief
· Review the stylistic conventions used
Module C7: Planning a career in the music industry
Learners will be assessed on their ability to:
· Understand the development of the music industry
· Understand the sectors and employment in the music industry
· Identify potential opportunities for the future music industry
### Learning Assistant Level 2
Start date 1st September 2024
Our school values: Everyone Matters, Everyone Helps, Everyone Succeeds
SCP 3 Plus SEN Learning Allowance
30 hours a week Term Time plus 5 days
Join the Excitement at Rainford High! Learning Assistants Wanted!
Are you passionate about education and eager to be part of the journey that inspires the next generation? Rainford High, part of The Everyone Matters Schools Trust, is seeking two experienced and qualified Learning Assistants to join our vibrant and growing community. If you like to contribute to a culture where Everyone Matters, Everyone Helps, and Everyone Succeeds, then this opportunity is for you!
For an informal chat about this role please contact our Director of Business and Finance Ms Alex Marsh at a.marsh@rainford.org.uk.
Please send a completed application form to PA@rainford.org.uk by 12pm on Monday, 1st July 2024.
LA-L2-Job-Description-2Download
Person-Specification-LA-L2-1Download
Job Application Support StaffDownload
### Reflect and Pastoral Intervention Officer
SCP 12-17 (£26,421-£28,770 fte)
Required from September 2024
Join the excitement at Rainford High! Reflect and Pastoral Intervention Officer Wanted!
Are you passionate about Education and eager to inspire the next generation of innovators and thinkers? Rainford High, part of The Everyone Matters Schools Trust, is seeking a dynamic and caring Reflect and Pastoral Intervention Officer to join our vibrant and growing community. If you’re ready to make a significant impact on the lives of young minds and contribute to a culture where Everyone Matters, Everyone Helps, and Everyone Succeeds, then this opportunity is for you!
Please send completed application forms to pa@rainford.org.uk by 12 noon on Monday 1st July 24
Reflect-Pastoral-Officer-JDDownload
Job-Application-Support-Staff-1 SWDownload
### Self-Help Booklets
Below are a collection of self-help booklets from dealing with anger and anxiety, to sleeping problems and stress.
Students can access these here, on the student shared drive or in our pastoral office. Whilst self-help guides can be useful tools, it is really important that any student who is struggling speaks to a trusted member of staff. If you are worried about yourself or any other students, you can get in touch with our safeguarding team, you can see advice on how to report concerns below.
Anxiety
Mindfulness
Anger
Gender, Sexuality and identity
Self-Care
Self-Harm
Sleep
Stress
### Test Page
Test page
Link to Doc
### Teacher of Science
Teacher of Science
Required from September 2024
MPS 1 to UPS 3
Rainford High is seeking to appoint a number of teachers this year, who have the right qualities to make a difference to our children and our community as part of our inspirational school.
We are looking for a great Science teacher, who wants to become part of leading a rapidly developing Science team and support them on the next phase of their journey. Our school ethos is Everyone Matters, Everyone Helps and Everyone Succeeds and we want teachers who want to belong to our caring and hardworking school, which appreciates teachers and staff and has the highest of expectations for all students.
If you want to innovate, lead, support and develop the Science experience to the highest standards in a focused and developing team, Rainford High could be for you.
The interview and selection process will be challenging. We are seeking staff who do not just deliver in the classroom, but can inspire staff, parents and children to make great progress and achieve fantastic outcomes. We are also looking for a teacher who will challenge themselves and others with evidenced based practice and the belief they can make a difference to what great Science teaching should look like.
The Everyone Matters Schools Trust Mission is to make a difference to every person so that we improve their life and opportunities.The Trust is working hard to make a difference to staff workloads by investing time, technology and support to make Rainford High a great place to work. For the right candidate there will be additional opportunities based on potential, ability and capacity to make a difference across the team and the school. If you believe you are good enough and can meet the standards, maybe Rainford High is the school for you. We look forward to receiving your application.
The school is committed to safeguarding and promoting the welfare of children. To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhance DBS check.
Completed application form and supporting letter should be returned to my Personal Assistant, Mrs Julie Kershaw, J.Kershaw@rainford.org.uk. no later than 12pm on Monday, 13th May 2024.
Teacher-of-Science-Letter-from-Principal-March-2024-1Download
Teacher-of-Science-JD-Mar-24-CADownload
Teacher-of-Science-Person-Spec-March-2024Download
Job-Application-Teacher-Feb-24-1-SW-3Download
### Teacher of Media & Computing (Maternity Cover)
Required from September 2024
MPS 1 to UPS 3
Rainford High is seeking to appoint a number of teachers this year, who have the right qualities to make a difference to our children and our community as part of our inspirational school.
We are looking for a great Media teacher with the opportunity to teach KS3 Computer Science, who wants to become part of leading a rapidly developing Media and Computing team and support them on the next phase of their journey. Our school ethos is Everyone Matters, Everyone Helps and Everyone Succeeds and we want teachers who want to belong to our caring and hardworking school, which appreciates teachers and staff and has the highest of expectations for all students.
If you want to innovate, lead, support and develop the Media experience to the highest standards in a focused and developing team, Rainford High could be for you.
The interview and selection process will be challenging. We are seeking staff who do not just deliver in the classroom, but can inspire staff, parents and children to make great progress and achieve fantastic outcomes. We are also looking for a teacher who will challenge themselves and others with evidenced based practice and the belief they can make a difference to what great Media teaching should look like.
The Everyone Matters Schools Trust Mission is to make a difference to every person so that we improve their life and opportunities.The Trust is working hard to make a difference to staff workloads by investing time, technology and support to make Rainford High a great place to work. For the right candidate there will be additional opportunities based on potential, ability and capacity to make a difference across the team and the school. If you believe you are good enough and can meet the standards, maybe Rainford High is the school for you. We look forward to receiving your application.
The school is committed to safeguarding and promoting the welfare of children. To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhance DBS check.
Completed application form and supporting letter should be returned to my Personal Assistant, Mrs Julie Kershaw, J.Kershaw@rainford.org.uk, no later than 12pm on Thursday, 9th May 2024. Interviews to take place week commencing 13th May 2024.
Teacher-of-Media-from-Principal-April-2024Download
Media-Teacher-Job-spec-Apr-24Download
Media-Roles-Responsibilities-APR-24Download
Job-Application-Teacher-Feb-24-1-SW-2Download
### Teacher of MFL
Required September 2024
MPS 1 to UPS 3
We are looking for a great Modern Foreign Language teacher, who wants to become part of leading a rapidly developing Modern Foreign Language team and support them on the next phase of their journey. Our school ethos is Everyone Matters, Everyone Helps and Everyone Succeeds and we want teachers who want to belong to our caring and hardworking school, which appreciates teachers and staff and has the highest of expectations for all students.
If you want to innovate, lead, support and develop the Modern Foreign Language experience to the highest standards in a focused and developing team, Rainford High could be for you.
The interview and selection process will be challenging. We are seeking staff who do not just deliver in the classroom, but can inspire staff, parents and children to make great progress and achieve fantastic outcomes. We are also looking for a teacher who will challenge themselves and others with evidenced based practice and the belief they can make a difference to what great MFL teaching should look like.
The Everyone Matters Schools Trust Mission is to make a difference to every person so that we improve their life and opportunities. The Trust is working hard to make a difference to staff workloads by investing time, technology and support to make Rainford High a great place to work. For the right candidate there will be additional opportunities based on potential, ability and capacity to make a difference across the team and the school. If you believe you are good enough and can meet the standards, maybe Rainford High is the school for you. We look forward to receiving your application.
The school is committed to safeguarding and promoting the welfare of children. To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhance DBS check.
Completed application form and supporting letter should be returned to my Personal Assistant, Mrs Julie Kershaw, J.Kershaw@rainford.org.uk, no later than 12pm on Monday 13th May 2024.
Teacher-of-MFL-from-Principal-April-2024-1Download
Job-Application-Teacher-Feb-24-1-SWDownload
MFL-Teacher-Job-Specification-APR-24-1Download
MFL-Roles-Responsibilities-APR-24-1Download
### Teacher of Science
MPS 1-6
Required from September 2024
We are looking for a great Teacher of Science, who has the right skills to make a difference to our children and our community and who wants to become part of a strong team, and support them on the next phase of their journey. Our school ethos is Everyone Matters, Everyone Helps and Everyone Succeeds and we want teachers who want to belong to our caring and hardworking school, which appreciates teachers and staff and has the highest of expectations for all students.
If you want to innovate, lead, support and develop the Science experience to the highest standards in a focused and developing team, Rainford High could be for you.
You must have the ability to teach Science lessons across all aspects of the KS3 to KS5 curriculum at this successful 11-18 school.
The interview and selection process will be challenging. We are seeking staff who do not just deliver in the classroom, but can inspire children to make great progress and achieve fantastic outcomes. We are also looking for a teacher who will challenge themselves and others with evidenced based practice and the belief they can make a difference to what great teaching of Science should look like.
The Everyone Matters Schools Trust mission is to make a difference to every person so that we improve their life and opportunities. The Trust is working hard to make a difference to staff workloads by investing time, technology and support to make Rainford High a great place to work.
For the right candidate there could be additional opportunities based on potential, ability and capacity to make a difference across the team and the school. If you believe you are good enough and can meet the standards, Rainford High is the school for you. We look forward to receiving your application.
The school is committed to safeguarding and promoting the welfare of children. To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhance DBS check.
Completed application form and supporting letter should be returned to Mrs Julie Kershaw; J.Kershaw@rainford.org.uk, no later that 12pm on Monday, 13th May 24
The date of interviews will be confirmed
Teacher-of-Science-Letter-from-Principal-March-2024-1-1Download
Teacher-of-Science-JD-Mar-24-CA-1Download
Teacher-of-Science-Person-Spec-March-2024-1Download
Job Application Teacher Feb 24 1 SWDownload
### Teacher of Drama
MPS 1-6
Required from 1st September 2024
We are looking for a great Teacher of Drama, who has the right skills to make a difference to our children and our community and who wants to become part of a strong team, and support them on the next phase of their journey. Our school ethos is Everyone Matters, Everyone Helps and Everyone Succeeds and we want teachers who want to belong to our caring and hardworking school, which appreciates teachers and staff and has the highest of expectations for all students.
If you want to innovate, lead, support and develop the Drama experience to the highest standards in a focused and developing team, Rainford High could be for you.
You must have the ability to teach Drama lessons across all aspects of the KS3 to KS5 curriculum at this successful 11-18 school.
The interview and selection process will be challenging. We are seeking staff who do not just deliver in the classroom, but can inspire children to make great progress and achieve fantastic outcomes. We are also looking for a teacher who will challenge themselves and others with evidenced based practice and the belief they can make a difference to what great teaching of Drama should look like.
The Everyone Matters Schools Trust mission is to make a difference to every person so that we improve their life and opportunities. The Trust is working hard to make a difference to staff workloads by investing time, technology and support to make Rainford High a great place to work.
For the right candidate there could be additional opportunities based on potential, ability and capacity to make a difference across the team and the school. If you believe you are good enough and can meet the standards, Rainford High is the school for you. We look forward to receiving your application.
The school is committed to safeguarding and promoting the welfare of children. To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhance DBS check.
Completed application form and supporting letter should be returned to Mrs Julie Kershaw; J.Kershaw@rainford.org.uk, by 12 noon on Thursday 28th March 2024
The date of interviews will be confirmed
Letter from the Principal
Teacher of Drama Job Description
Teacher of Drama Person Spec
Application Form
### A Level Exam Timetable
Summer-2024
### Exam Results Day 2024
A Level Results Day 15th August and GCSE Results Day 22nd August 2024Collect Results from school from 8amFor more information see letter here:
Y11 & Y13 Results Day 2014
### Teacher of Girls Physical Education
MPS
Required from September 2024
Join the Excitement at Rainford High! Girls PE Teacher Wanted!
Are you passionate about Girls PE and eager to inspire the next generation of innovators and thinkers? Rainford High, part of The Everyone Matters Schools Trust, is seeking a dynamic and caring Girls PE Teacher to join our vibrant and growing community. If you’re ready to make a significant impact on the lives of young minds and contribute to a culture where Everyone Matters, Everyone Helps, and Everyone Succeeds, then this opportunity is for you!
Why Rainford High?
At Rainford High, we believe in fostering an environment where every student can flourish and reach their full potential. Our school is driven by a powerful ethos that recognizes the unique value of each individual. We’re not just a school; we’re a community that thrives on collaboration, support, and a commitment to excellence.
The Opportunity: PE Teacher (Girls)
We are searching for a dedicated PE Teacher who shares our passion for education and is determined to make a positive difference in every child’s life. As a member of our teaching team, you will have the opportunity to shape young minds, instil a love for learning, and contribute to the success of our students.
What We’re Looking For:
Passionate educators who bring girls PE to life.
Dynamic individuals committed to fostering a positive and inclusive learning environment.
Caring practitioners who understand the importance of Every Child Matters.
Team players who thrive in a collaborative and supportive school community.
Individuals who aspire to do their best work and continually grow as educators.
Why Join Us?
Supportive Environment: Rainford High is not just a workplace; it’s a family. We provide a supportive and collaborative atmosphere where everyone is encouraged to thrive.
Professional Development: We are committed to helping you be your very best. Benefit from continuous professional development opportunities to enhance your skills and expertise.
Community Impact: Contribute to the growth and success of both our students and the broader community. Be part of something meaningful.
How to Apply: If you’re ready to embark on an exciting journey with Rainford High and the Everyone Matters Schools Trust, submit your application today. Showcase your passion for physical education, highlight your teaching philosophy, and let us know how you can make a difference in the lives of our students.
Rainford High is more than just a school; it’s a place where Everyone Matters, Everyone Helps, and Everyone Succeeds. Join us in shaping a brighter future for the next generation.
The school is committed to safeguarding and promoting the welfare of children. To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhance DBS check.
Completed application form and supporting letter should be returned to Mrs Julie Kershaw at pa@rainford.org.uk by Monday, 19th February at 12 noon.
Letter from the Principal Teacher of PE Girls Feb 24Download
Teacher of Girls PE JD Feb 24Download
Teacher of Girls PE PSDownload
Job-Application-Teacher-1Download
### Primary Maths Lead + Classroom Teacher
MPS/UPS plus TLR 2
Required from September 2024
Join the excitement at Rainford Brook Lodge!
Outstanding teacher with responsibility for Maths wanted!
Are you passionate about education and eager to be part of the journey that inspires the next generation? Rainford Brook Lodge Primary School, part of The Everyone Matters Schools Trust, is seeking an excellent teacher with the necessary skills and experience to lead Maths throughout our school. As members of the trust you will be joining a vibrant and growing community. Are you innovative? Can you easily adapt easily to change and work in a fast-paced environment? Do you have an eye for detail? If you would like to contribute to a culture where MAGIC children truly matter, then this opportunity is for you!
Why Rainford Brook Lodge?
At Rainford Brook Lodge, we believe in fostering an environment where every pupil can flourish and reach their full potential. Our school is driven by a powerful ethos that recognises the unique value of each individual. We want MAGIC children - Motivated, Aspirational, Growing in Independence and Confidence and we want MAGIC staff too. We're not just a school; we're a community that thrives on collaboration, support, and a commitment to excellence.
The Opportunity: Maths Lead and Classroom Teacher
The Governors of this happy and successful primary school are looking to appoint a permanent full-time classroom teacher with a TLR to lead maths across the school and be an active member of our senior leadership team.
What we are looking for:
The ideal candidate will be a strong classroom practitioner who has high expectations of self and others and is passionate about encouraging all children to achieve success. They will be ambitious to support and extend the learning opportunities for all our children. They will have drive, enthusiasm and a clear vision for excellence in Maths. They will have an in depth understanding of the primary maths curriculum; be committed to delivering a maths curriculum that reflects our children’s needs
and have excellent interpersonal and leadership skills in order to inspire and influence others.
Why join us?
Supportive Environment: Rainford Brook Lodge is not just a workplace; it's a family. We provide a supportive and collaborative atmosphere where everyone is encouraged to thrive.
Professional Development: We are committed to helping you be your very best. You will benefit from continuous professional development opportunities to enhance your skills and expertise depending on your needs as a classroom practitioner. We are members of the North West Learning Partnership where there would be access to professional development as a Maths lead and a chance to meet other Maths leads from across the region.
Community Impact: Contribute to the growth and success of both our children and the broader community. Be part of something meaningful.
How to Apply: If you're ready to embark on an exciting journey with Rainford Brook Lodge Primary School and the Everyone Matters Schools Trust, submit your application today, and let us know how you can make a difference in the lives of our pupils.
Rainford Brook Lodge Primary School is more than just a school; it's a place where
Children are MAGIC! Join us in shaping a brighter future for the next generation
We would encourage you to come and see our school prior to applying, so there will be a walk round at 4pm on Thursday 8 February, or if you wish to see the children in school, then there will be the opportunity on Wednesday 7th February from 1.45pm. Please contact the school on 01744 678816 to book a place on the tour or email brooklodge@sthelens.org.uk and confirm your name and preferred date
Please send completed applications to jobsappsbrooklodge@sthelens.org.uk no later than 12 noon on Monday, 19th February.
Observations begin w/c 19th February with interviews to be held on Wednesday 28th February.
Primary-Maths-LeadDownload
Letter-from-the-HeadteacherDownload
Primary-Maths-Lead-PSDownload
Job-Application-Teacher-BLDownload
### Vacancies
Benefits of working for the Everyone Matters Schools Trust
Flexible working Opportunities
Development opportunities within the trust
Long Service awards
Cycle to work scheme
Holiday buying and selling scheme (support staff )
Generous Annual Leave Package (support staff)
Access to the Employee Assist Programme
CURRENT VACANCIES
Primary Maths Lead + Classroom Teacher (Brook Lodge Primary School)
### Performing Arts
BTEC
What is Performing Arts?
This course is equivalent to 1.5 A levels and is appropriate for students who enjoy the performing arts of dance, acting, and musical theatre but who wish to combine their studies with a range of other subjects. It will be taught by the Performing Arts staff at Rainford. Students of Performing Arts develop many transferable skills and show flexibility and a high standard of communication needed in many professions.
Careers related to studying Performing Arts:
Careers leading directly from this qualification include working in the leisure and travel industry, working in dance or Theatre in Education companies, broadcasting, media, or teaching.
Course content:
In opting for Performing Arts, you must have a passion for theatre, dance, or the world of musical theatre. During the co,urse you will specialise in one or more of the three art forms. You will enjoy a ‘hands-on’ approach and will be highly self-motivated and able to analyse your own development.
There is no formal written examination, instead, you have 2 controlled time exams which you get 4 weeks in advance to prepare for. You also have practical and written portfolios to complete that is very demanding and challenging. You will be expected to make connections with professional bodies and embark upon extensive research. You will also write a personal commentary making detailed observations of your work. You will be filmed and photographed and you must love performing in front of an audience. You must love hard work and long hours!
Entry requirements:
Ideally, you will have achieved Merit at Level 2 BTEC Performing Arts or a Grade 5 at GCSE in Drama, Dance, or Music, but extracurricular work and a passion for the subject are just as important. You should also have the ability to create and perform your work, an abundance of energy, and good interpersonal skills.
Subject specific events:
During the course, you will have opportunities to visit a variety of Performing Arts venues, explore what’s on offer and meet practitioners.You will also have the opportunity to participate in workshops in dance, make-up and physical skills and you will perform to an audience on numerous occasions.
Methods of study:
Research projects, personal log book, personal commentary, workshops, performing arts assignments, role play, dance, drama, and music workshops. Understanding practitioners and professionals, rehearsing, reading, composing, devising, and designing. Questioning, witness statements, and stimulation.
Methods of assessment:
You will be assessed by 4 units over the 2-year course.
2 are examined under controlled time:
Investigating practitioners’ work
Group performance workshop
4 are coursework (internally assessed):
Developing skills and techniques for live performance
Performing Arts in the Community
Variety Performance
Performance Technique
### Performing Arts
BTEC
What is Performing Arts?
This course is equivalent to 1.5 A levels and is appropriate for students who enjoy the performing arts of dance, acting, and musical theatre but who wish to combine their studies with a range of other subjects. It will be taught by the Performing Arts staff at Rainford. Students of Performing Arts develop many transferable skills and show flexibility and a high standard of communication needed in many professions.
Careers related to studying Performing Arts:
Careers leading directly from this qualification include working in the leisure and travel industry, working in dance or Theatre in Education companies, broadcasting, media, or teaching.
Course content:
In opting for Performing Arts, you must have a passion for theatre, dance, or the world of musical theatre. During the co,urse you will specialise in one or more of the three art forms. You will enjoy a ‘hands-on’ approach and will be highly self-motivated and able to analyse your own development.
There is no formal written examination, instead, you have 2 controlled time exams which you get 4 weeks in advance to prepare for. You also have practical and written portfolios to complete that is very demanding and challenging. You will be expected to make connections with professional bodies and embark upon extensive research. You will also write a personal commentary making detailed observations of your work. You will be filmed and photographed and you must love performing in front of an audience. You must love hard work and long hours!
Entry requirements:
Ideally, you will have achieved Merit at Level 2 BTEC Performing Arts or a Grade 5 at GCSE in Drama, Dance, or Music, but extracurricular work and a passion for the subject are just as important. You should also have the ability to create and perform your work, an abundance of energy, and good interpersonal skills.
Subject specific events:
During the course, you will have opportunities to visit a variety of Performing Arts venues, explore what’s on offer and meet practitioners.You will also have the opportunity to participate in workshops in dance, make-up and physical skills and you will perform to an audience on numerous occasions.
Methods of study:
Research projects, personal log book, personal commentary, workshops, performing arts assignments, role play, dance, drama, and music workshops. Understanding practitioners and professionals, rehearsing, reading, composing, devising, and designing. Questioning, witness statements, and stimulation.
Methods of assessment:
You will be assessed by 4 units over the 2-year course.
2 are examined under controlled time:
Investigating practitioners’ work
Group performance workshop
4 are coursework (internally assessed):
Developing skills and techniques for live performance
Performing Arts in the Community
Variety Performance
Performance Technique
### Annual Report 2022-23
Annual Report 2022-23
### Learning Assistant Level 2
Our school values: Everyone Matters, Everyone Helps, Everyone Succeeds
SCP 3 Plus SEN Learning Allowance
30 hours a week Term Time plus 5 days
2 positions available: 1 permanent and temporary until the 31st August 2024
Join the Excitement at Rainford High! Learning Assistants Wanted!
Are you passionate about education and eager to be part of the journey that inspires the next generation? Rainford High, part of The Everyone Matters Schools Trust, is seeking two experienced and qualified Learning Assistants to join our vibrant and growing community. If you like to contribute to a culture where Everyone Matters, Everyone Helps, and Everyone Succeeds, then this opportunity is for you!
For an informal chat about this role please contact our Director of Business and Finance Ms Alex Marsh at a.marsh@rainford.org.uk.
Please send a completed application form to Mrs Carrie Andrews at c.andrews@rainford.org.uk by 12pm on Friday, 17th November 2023.
LA L2 Job Description
Person-Specification-LA-L2-1
Job Application Support Staff
### Key Dates
### Journey to Mock
### Test#
### House System
Everyone Matters
We expect our community to be polite and respectful
Everyone Helps
We expect our community to make sensible choices
Everyone Succeeds
We expect our community to work hard
Our Ethos House System:
Rainford’s House System is a natural extension of our ethos “Everyone Matters, Everyone Helps and Everyone Succeeds”. Through our vertical houses, we aim to promote a culture of collaboration and support, where everyone plays a part in the success of each individual and the entire school community.
"Everyone Matters" is emphasised through the smaller communities established within each House. Each student is assigned to a House, ensuring that are individually recognised, valued, and included. This sense of belonging and importance helps create a positive school culture where everyone's unique strengths and contributions are celebrated.
"Everyone Helps" is encouraged through our in-House academic and pastoral mentoring programme. Older students provide guidance to younger ones, creating a supportive environment where everyone contributes to the growth and development of their peers.
"Everyone Succeeds" is promoted through healthy competition, academic recognition, and personal growth. Termly inter-House competitions, academic awards, and leadership opportunities provide avenues for students to excel and achieve their full potential. By promoting a culture of achievement and recognising individual accomplishments, the House System motivates students to strive for excellence.
Our House System reinforces the ethos of "Everyone Matters, Everyone Helps, Everyone Succeeds" by creating a supportive and inclusive environment within our school. It embodies the principles of collaboration, recognition, and personal growth whilst ensuring that every student is given the opportunity to thrive and succeed.
Our houses:
Compassion
Our symbol represents not only our desire to help but also the strength we need to give that help. Archangel Michael, the warrior angel, illustrates our house characteristics of sympathy for the problems of others, the toughness to do something about those problems and our compassionate approach to justice.
Determination
Our symbol of the mountain peak encapsulates our unwavering nature and conveys the difficulty of ascent, the sense of accomplishment and the inspiring perspective it offers. It is a powerful visual representation of the qualities and outcomes associated with a determined mindset.
Integrity
Our symbol of a set of scales represents the desire we have to stick to our principles and not be swayed from what we know to be right. Integrity involves making unbiased and principled decisions, adhering to moral values and ethical standards without being swayed by personal interests or external pressures.
Endeavour
The image of Sisyphus pushing the boulder uphill reflects the notion that endeavour involves facing challenges, setbacks, and the need to persevere despite repeated failures. Our symbol shows our commitment to the task at hand, no matter how difficult it might seem and the importance of persistence in the face of adversity.
Resilience
Our symbol represents an ability to bounce back from setbacks and rise up again if we are knocked down. The phoenix is a mythical bird with similar characteristics, an ability to rise again from the ashes of defeat and achieve their goals. Resilience involves adapting to and growing from adversity, similar to the phoenix's transformative nature.
Our Heads of House:
Integrity : Mr G Rothwell
Resilience: Mrs E Belford
Determination: Mr M Pendlebury
Compassion: Mr G Coleman
Endeavour: Miss E Rudge
Our student leadership:
At Rainford High, we believe in nurturing leaders of tomorrow. Our commitment to fostering leadership skills and qualities is reflected in the various student leadership opportunities available to our students. These programs empower students to take on responsibilities, develop teamwork, and make a positive impact within our school community. Explore the diverse range of leadership roles below to find the perfect fit for your interests and aspirations.
House Captain: The role of a School House Captain is a prestigious and vital leadership position within our school community. School house captains are responsible for leading and representing their respective houses, fostering a sense of unity, and promoting friendly competition among students. This position offers a unique opportunity for personal and leadership development.
Student Council: The Student Council serves as the voice of the student body. Members are responsible for organizing events, advocating for student needs, and working closely with school administrators to enhance the overall school experience.
Prefects: Prefects play a crucial role in school projects and help with school events and projects. They support our heads of house alongside house captains with the mentoring of younger pupils.
Subject ambassadors: If you have a passion for a particular subject or activity, consider becoming a subject ambassador. Lead a club related to your interests and engage with like-minded students to pursue shared goals and projects.
Sports Captains: Do you excel in sports? Step up as a sports captain and lead your team to victory. Sports captains are responsible for motivating their teammates, organizing practices, and representing the school in athletic competitions.
Peer Mentors: Make a difference in the lives of fellow students by becoming a peer mentor. Help new students acclimate to our school, provide academic support, and offer guidance and friendship.
Arts and Culture Leaders: If you have a flair for the arts, consider becoming a leader in our drama, music, or visual arts programs. You'll have the opportunity to organize performances, exhibitions, and workshops to showcase your talents.
Charity and community leaders: Engage in meaningful community service projects by joining our team of charity coordinators. Plan and lead volunteer activities that make a positive impact on our local community.
Academic Ambassadors: Foster a culture of academic excellence by becoming an academic ambassador. Assist your peers with study techniques, organize study groups, and participate in academic competitions.
Environmental leaders: If you're passionate about environmental sustainability, join our team of environmental stewards. Lead initiatives to promote eco-consciousness within our school, such as recycling programs and conservation projects.
How to Get Involved: Getting involved in student leadership is easy! Watch out for announcements and emails regarding upcoming elections and appointments for leadership roles. We encourage all students to consider these opportunities and apply for positions that align with their interests and goals.
At Rainford High, student leadership opportunities are a vital part of our educational experience. We encourage all students to take advantage of these chances to develop leadership skills, build lasting friendships, and contribute positively to our school community. By participating in these roles, you can make a significant impact on your own growth and the overall school environment. Join us in shaping a brighter future!
How to achieve points:
E-postcards = 5 points
Merits = 3 points
Competition Participation = 10 points
Extra-curricular activities = 5 points
Revision Sessions = 5 points
Service to school points = 10 points
100% attendance so far this year points = 50 points
100% last half term points = 50 points
Attendance Improvement award (Pastoral judgement) = 20 points
5-day challenge points as per below
5-day challenge bonus points for remaining within challenge – reviewed and issued half termly
60 points = 0 days absence so far this year
50 points = 1 day absence so far this year
40 points = 2 days of absence so far this year
30 points = 3 days of absence so far this year
20 points = 4 days of absence so far this year
10 points = 5 days of absence so far this year
Criteria for Praise and Rewards Events:
Criteria for Christmas Rewards Event
Students need to achieve 500 house points between September and October half term to be eligible for the Christmas Rewards event in December.
Criteria for Easter Rewards Event
Students need to achieve 1000 house points between October half term and February half term to be eligible for the Easter Rewards event to Blackpool Pleasure Beach or Blackpool Zoo in April.
Criteria for the Summer Rewards Event
Students need to achieve 1000 houses house points between February half term and May half term to be eligible for the Summer House Festival event in July.
Competitions –
During the 2022-2023 academic year there were over thirty competitions for the students to get involved in. This year we hope to run even more and endeavour to ensure there is a competition for everyone. The current schedule for the year is
Autumn 1Autumn 2Spring 1Spring 2Summer 1Summer 2Bottle tops Food bank Fantasy Football Sixth form Pool Poetry European Day of languages Halloween Bake off House sport Chocolate Orange collection Christmas quiz Rainford’s Got TalentFIFA Photography Pi Day Spelling Bee Speed Stacking Science Week World Book Day Book Recycle Crack the Case House Sport Food bank Chess Mario Eco Competition Art Charity RunSports Day Young Historians Food Bank
Our House Fundraising:
The school plays a vital role in supporting local charities and does it best to support national campaigns.
Fundraising Events:
The school organise fundraising events such as bake sales, charity runs, and other events to raise money for local charities. These events not only generate funds but also create awareness about the causes they support.
Donation Drives:
We organise donation drives for essential items like food, clothing, school supplies, or toys. Students and their families can contribute these items, which are then donated to local charities or shelters.
Charity Drives and Campaigns:
We run charity campaigns and drives focused on specific causes or charities. These campaigns involve raising awareness, collecting funds, or encouraging volunteerism.
### Year 13 Mocks Revision Information
Art, Design and Photography
Biology
Chemistry
Computer Science
Criminology
Economics
English Language
English Literature
French
Further Maths
Geography
Graphics/Textiles
Health and Social Care
History (Britain)
History
Law
Mathematics
Media (Real Exam not Mock)
Music
Physical Education
Performing Arts
Philosophy
Physics
Psychology
Religious Studies
Spanish
### Year 11 Mocks Revision Information
Everyone Succeeds Evening Information Booklet Oct 2023
Yr11 Everyone Succeeds Evening Presentation
Revision guidance and information - ALL SUBJECTS
Y11 Mock Exam timetable 2023-24
Journey to mock exams:
Art and Design
Child Development
Computer Science
Design Technology
English
Food Preparation and Nutrition
French
Geography
Graphics
History
Mathematics
Music
Performing Arts
PE (GCSE)
Religious Studies
Science (Combined)
Science (Separate)
Sports Studies
### Teacher of Maths (Maternity Cover)
MPS/UPS 3
Required from January 2024
Join the Excitement at Rainford High! Maths Teacher Wanted!
Are you passionate about Maths and eager to inspire the next generation of innovators and thinkers? Rainford High, part of The Everyone Matters Schools Trust, is seeking a dynamic and caring Maths Teacher to join our vibrant and growing community. If you're ready to make a significant impact on the lives of young minds and contribute to a culture where Everyone Matters, Everyone Helps, and Everyone Succeeds, then this opportunity is for you!
Why Rainford High?
At Rainford High, we believe in fostering an environment where every student can flourish and reach their full potential. Our school is driven by a powerful ethos that recognizes the unique value of each individual. We're not just a school; we're a community that thrives on collaboration, support, and a commitment to excellence.
The Opportunity: Maths Teacher
We are searching for a dedicated Maths Teacher who shares our passion for education and is determined to make a positive difference in every child's life. As a member of our teaching team, you will have the opportunity to shape young minds, instil a love for learning, and contribute to the success of our students.
What We're Looking For:
Passionate educators who bring Maths to life in the classroom.
Dynamic individuals committed to fostering a positive and inclusive learning environment.
Caring practitioners who understand the importance of Every Child Matters.
Team players who thrive in a collaborative and supportive school community.
Individuals who aspire to do their best work and continually grow as educators.
Why Join Us?
Supportive Environment: Rainford High is not just a workplace; it's a family. We provide a supportive and collaborative atmosphere where everyone is encouraged to thrive.
Professional Development: We are committed to helping you be your very best. Benefit from continuous professional development opportunities to enhance your skills and expertise.
Community Impact: Contribute to the growth and success of both our students and the broader community. Be part of something meaningful.
How to Apply: If you're ready to embark on an exciting journey with Rainford High and the Everyone Matters Schools Trust, submit your application today. Showcase your passion for Maths education, highlight your teaching philosophy, and let us know how you can make a difference in the lives of our students.
Rainford High is more than just a school; it's a place where Everyone Matters, Everyone Helps, and Everyone Succeeds. Join us in shaping a brighter future for the next generation.
The school is committed to safeguarding and promoting the welfare of children. To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhance DBS check.
Completed application form and supporting letter should be returned to Mrs Carrie Andrews at c.andrews@rainford.org.uk by Friday 20th October at 12 noon with interviews to be held w/c 23rd October 2023
Letter from the Principal
Teacher of Maths (Maternity Cover) JD
Teacher of Maths (Maternity Cover) PS
Subject Teacher Teaching Standards
Application Form Teacher
### Teacher of Science (Biology)
MPS/UPS
Required from January 2024
Join the Excitement at Rainford High! Science Teacher Wanted!
Are you passionate about Science particularly Biology and eager to inspire the next generation of innovators and thinkers? Rainford High, part of The Everyone Matters Schools Trust, is seeking a dynamic and caring Science Teacher to join our vibrant and growing community. If you're ready to make a significant impact on the lives of young minds and contribute to a culture where Everyone Matters, Everyone Helps, and Everyone Succeeds, then this opportunity is for you!
Why Rainford High?
At Rainford High, we believe in fostering an environment where every student can flourish and reach their full potential. Our school is driven by a powerful ethos that recognizes the unique value of each individual. We're not just a school; we're a community that thrives on collaboration, support, and a commitment to excellence.
The Opportunity: Science Teacher (Biology)
We are searching for a dedicated Biology Teacher who shares our passion for education and is determined to make a positive difference in every child's life. As a member of our teaching team, you will have the opportunity to shape young minds, instil a love for learning, and contribute to the success of our students.
What We're Looking For:
Passionate educators who bring science to life in the classroom.
Dynamic individuals committed to fostering a positive and inclusive learning environment.
Caring practitioners who understand the importance of Every Child Matters.
Team players who thrive in a collaborative and supportive school community.
Individuals who aspire to do their best work and continually grow as educators.
Why Join Us?
Supportive Environment: Rainford High is not just a workplace; it's a family. We provide a supportive and collaborative atmosphere where everyone is encouraged to thrive.
Professional Development: We are committed to helping you be your very best. Benefit from continuous professional development opportunities to enhance your skills and expertise.
Community Impact: Contribute to the growth and success of both our students and the broader community. Be part of something meaningful.
How to Apply: If you're ready to embark on an exciting journey with Rainford High and the Everyone Matters Schools Trust, submit your application today. Showcase your passion for science education, highlight your teaching philosophy, and let us know how you can make a difference in the lives of our students.
Rainford High is more than just a school; it's a place where Everyone Matters, Everyone Helps, and Everyone Succeeds. Join us in shaping a brighter future for the next generation.
The school is committed to safeguarding and promoting the welfare of children. To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhance DBS check.
Completed application form and supporting letter should be returned to Mrs Carrie Andrews at c.andrews@rainford.org.uk by Friday 20th October at 12 noon with interviews to be held w/c 23rd October 2023
Letter from the Principal
Teacher of Science (Biology) JD
Teacher of Science Biology PS
Subject Teacher Teaching Standards
Application Form Teacher
### Houses
Everyone Matters
We expect our community to be polite and respectful
Everyone Helps
We expect our community to make sensible choices
Everyone Succeeds
We expect our community to work hard
Our Ethos House System:
Rainford’s House System is a natural extension of our ethos “Everyone Matters, Everyone Helps and Everyone Succeeds”. Through our vertical houses, we aim to promote a culture of collaboration and support, where everyone plays a part in the success of each individual and the entire school community.
"Everyone Matters" is emphasised through the smaller communities established within each House. Each student is assigned to a House, ensuring that are individually recognised, valued, and included. This sense of belonging and importance helps create a positive school culture where everyone's unique strengths and contributions are celebrated.
"Everyone Helps" is encouraged through our in-House academic and pastoral mentoring programme. Older students provide guidance to younger ones, creating a supportive environment where everyone contributes to the growth and development of their peers.
"Everyone Succeeds" is promoted through healthy competition, academic recognition, and personal growth. Termly inter-House competitions, academic awards, and leadership opportunities provide avenues for students to excel and achieve their full potential. By promoting a culture of achievement and recognising individual accomplishments, the House System motivates students to strive for excellence.
Our House System reinforces the ethos of "Everyone Matters, Everyone Helps, Everyone Succeeds" by creating a supportive and inclusive environment within our school. It embodies the principles of collaboration, recognition, and personal growth whilst ensuring that every student is given the opportunity to thrive and succeed.
Our houses:
Compassion
Our symbol represents not only our desire to help but also the strength we need to give that help. Archangel Michael, the warrior angel, illustrates our house characteristics of sympathy for the problems of others, the toughness to do something about those problems and our compassionate approach to justice.
Determination
Our symbol of the mountain peak encapsulates our unwavering nature and conveys the difficulty of ascent, the sense of accomplishment and the inspiring perspective it offers. It is a powerful visual representation of the qualities and outcomes associated with a determined mindset.
Integrity
Our symbol of a set of scales represents the desire we have to stick to our principles and not be swayed from what we know to be right. Integrity involves making unbiased and principled decisions, adhering to moral values and ethical standards without being swayed by personal interests or external pressures.
Endeavour
The image of Sisyphus pushing the boulder uphill reflects the notion that endeavour involves facing challenges, setbacks, and the need to persevere despite repeated failures. Our symbol shows our commitment to the task at hand, no matter how difficult it might seem and the importance of persistence in the face of adversity.
Resilience
Our symbol represents an ability to bounce back from setbacks and rise up again if we are knocked down. The phoenix is a mythical bird with similar characteristics, an ability to rise again from the ashes of defeat and achieve their goals. Resilience involves adapting to and growing from adversity, similar to the phoenix's transformative nature.
Our Heads of House:
Our student leadership: At Rainford High, we believe in nurturing leaders of tomorrow. Our commitment to fostering leadership skills and qualities is reflected in the various student leadership opportunities available to our students. These programs empower students to take on responsibilities, develop teamwork, and make a positive impact within our school community. Explore the diverse range of leadership roles below to find the perfect fit for your interests and aspirations.House Captain: The role of a School House Captain is a prestigious and vital leadership position within our school community. School house captains are responsible for leading and representing their respective houses, fostering a sense of unity, and promoting friendly competition among students. This position offers a unique opportunity for personal and leadership development. Student Council: The Student Council serves as the voice of the student body. Members are responsible for organizing events, advocating for student needs, and working closely with school administrators to enhance the overall school experience. Prefects: Prefects play a crucial role in school projects and help with school events and projects. They support our heads of house alongside house captains with the mentoring of younger pupils. Subject ambassadors: If you have a passion for a particular subject or activity, consider becoming a subject ambassador. Lead a club related to your interests and engage with like-minded students to pursue shared goals and projects. Sports Captains: Do you excel in sports? Step up as a sports captain and lead your team to victory. Sports captains are responsible for motivating their teammates, organizing practices, and representing the school in athletic competitions. Peer Mentors: Make a difference in the lives of fellow students by becoming a peer mentor. Help new students acclimate to our school, provide academic support, and offer guidance and friendship. Arts and Culture Leaders: If you have a flair for the arts, consider becoming a leader in our drama, music, or visual arts programs. You'll have the opportunity to organize performances, exhibitions, and workshops to showcase your talents. Charity and community leaders: Engage in meaningful community service projects by joining our team of charity coordinators. Plan and lead volunteer activities that make a positive impact on our local community. Academic Ambassadors: Foster a culture of academic excellence by becoming an academic ambassador. Assist your peers with study techniques, organize study groups, and participate in academic competitions. Environmental leaders: If you're passionate about environmental sustainability, join our team of environmental stewards. Lead initiatives to promote eco-consciousness within our school, such as recycling programs and conservation projects. How to Get Involved: Getting involved in student leadership is easy! Watch out for announcements and emails regarding upcoming elections and appointments for leadership roles. We encourage all students to consider these opportunities and apply for positions that align with their interests and goals.At Rainford High, student leadership opportunities are a vital part of our educational experience. We encourage all students to take advantage of these chances to develop leadership skills, build lasting friendships, and contribute positively to our school community. By participating in these roles, you can make a significant impact on your own growth and the overall school environment. Join us in shaping a brighter future! How to achieve points:· E-postcards = 5 points· Merits = 3 points· Competition Participation = 10 points· Extra-curricular activities = 5 points· Revision Sessions = 5 points· Service to school points = 10 points· 100% attendance so far this year points = 50 points· 100% last half term points = 50 points· Attendance Improvement award (Pastoral judgement) = 20 points· 5-day challenge points as per below 5-day challenge bonus points for remaining within challenge – reviewed and issued half termly· 60 points = 0 days absence so far this year· 50 points = 1 day absence so far this year· 40 points = 2 days of absence so far this year· 30 points = 3 days of absence so far this year· 20 points = 4 days of absence so far this year· 10 points = 5 days of absence so far this year Criteria for Praise and Rewards Events:Criteria for Christmas Rewards Event· Students need to achieve 500 house points between September and October half term to be eligible for the Christmas Rewards event in December.Criteria for Easter Rewards Event· Students need to achieve 1000 house points between October half term and February half term to be eligible for the Easter Rewards event to Blackpool Pleasure Beach or Blackpool Zoo in April.Criteria for the Summer Rewards Event· Students need to achieve 1000 houses house points between February half term and May half term to be eligible for the Summer House Festival event in July.
Competitions –
During the 2022-2023 academic year there were over thirty competitions for the students to get involved in. This year we hope to run even more and endeavour to ensure there is a competition for everyone. The current schedule for the year is
Autumn 1Autumn 2Spring 1Spring 2Summer 1Summer 2Bottle tops Food bank Fantasy Football Sixth form Pool Poetry European Day of languages Halloween Bake off House sport Chocolate Orange collection Christmas quiz Rainford’s Got TalentFIFA Photography Pi Day Spelling Bee Speed Stacking Science Week World Book Day Book Recycle Crack the Case House Sport Food bank Chess Mario Eco Competition Art Charity RunSports Day Young Historians Food Bank
Our House Fundraising:
The school plays a vital role in supporting local charities and does it best to support national campaigns.
Fundraising Events:
The school organise fundraising events such as bake sales, charity runs, and other events to raise money for local charities. These events not only generate funds but also create awareness about the causes they support.
Donation Drives:
We organise donation drives for essential items like food, clothing, school supplies, or toys. Students and their families can contribute these items, which are then donated to local charities or shelters.
Charity Drives and Campaigns:
We run charity campaigns and drives focused on specific causes or charities. These campaigns involve raising awareness, collecting funds, or encouraging volunteerism.
Leader Board
TimeWinning HouseFebruary 2023 – Mid Year ChampionCompassion2023-2024 Winning HouseEndeavour
### Houses
Everyone Matters
We expect our community to be polite and respectful
Everyone Helps
We expect our community to make sensible choices
Everyone Succeeds
We expect our community to work hard
Our Ethos House System:
Rainford’s House System is a natural extension of our ethos “Everyone Matters, Everyone Helps and Everyone Succeeds”. Through our vertical houses, we aim to promote a culture of collaboration and support, where everyone plays a part in the success of each individual and the entire school community.
"Everyone Matters" is emphasised through the smaller communities established within each House. Each student is assigned to a House, ensuring that are individually recognised, valued, and included. This sense of belonging and importance helps create a positive school culture where everyone's unique strengths and contributions are celebrated.
"Everyone Helps" is encouraged through our in-House academic and pastoral mentoring programme. Older students provide guidance to younger ones, creating a supportive environment where everyone contributes to the growth and development of their peers.
"Everyone Succeeds" is promoted through healthy competition, academic recognition, and personal growth. Termly inter-House competitions, academic awards, and leadership opportunities provide avenues for students to excel and achieve their full potential. By promoting a culture of achievement and recognising individual accomplishments, the House System motivates students to strive for excellence.
Our House System reinforces the ethos of "Everyone Matters, Everyone Helps, Everyone Succeeds" by creating a supportive and inclusive environment within our school. It embodies the principles of collaboration, recognition, and personal growth whilst ensuring that every student is given the opportunity to thrive and succeed.
Our houses:
Compassion
Our symbol represents not only our desire to help but also the strength we need to give that help. Archangel Michael, the warrior angel, illustrates our house characteristics of sympathy for the problems of others, the toughness to do something about those problems and our compassionate approach to justice.
Determination
Our symbol of the mountain peak encapsulates our unwavering nature and conveys the difficulty of ascent, the sense of accomplishment and the inspiring perspective it offers. It is a powerful visual representation of the qualities and outcomes associated with a determined mindset.
Integrity
Our symbol of a set of scales represents the desire we have to stick to our principles and not be swayed from what we know to be right. Integrity involves making unbiased and principled decisions, adhering to moral values and ethical standards without being swayed by personal interests or external pressures.
Endeavour
The image of Sisyphus pushing the boulder uphill reflects the notion that endeavour involves facing challenges, setbacks, and the need to persevere despite repeated failures. Our symbol shows our commitment to the task at hand, no matter how difficult it might seem and the importance of persistence in the face of adversity.
Resilience
Our symbol represents an ability to bounce back from setbacks and rise up again if we are knocked down. The phoenix is a mythical bird with similar characteristics, an ability to rise again from the ashes of defeat and achieve their goals. Resilience involves adapting to and growing from adversity, similar to the phoenix's transformative nature.
Our Heads of House:
Our student leadership: At Rainford High, we believe in nurturing leaders of tomorrow. Our commitment to fostering leadership skills and qualities is reflected in the various student leadership opportunities available to our students. These programs empower students to take on responsibilities, develop teamwork, and make a positive impact within our school community. Explore the diverse range of leadership roles below to find the perfect fit for your interests and aspirations.House Captain: The role of a School House Captain is a prestigious and vital leadership position within our school community. School house captains are responsible for leading and representing their respective houses, fostering a sense of unity, and promoting friendly competition among students. This position offers a unique opportunity for personal and leadership development. Student Council: The Student Council serves as the voice of the student body. Members are responsible for organizing events, advocating for student needs, and working closely with school administrators to enhance the overall school experience. Prefects: Prefects play a crucial role in school projects and help with school events and projects. They support our heads of house alongside house captains with the mentoring of younger pupils. Subject ambassadors: If you have a passion for a particular subject or activity, consider becoming a subject ambassador. Lead a club related to your interests and engage with like-minded students to pursue shared goals and projects. Sports Captains: Do you excel in sports? Step up as a sports captain and lead your team to victory. Sports captains are responsible for motivating their teammates, organizing practices, and representing the school in athletic competitions. Peer Mentors: Make a difference in the lives of fellow students by becoming a peer mentor. Help new students acclimate to our school, provide academic support, and offer guidance and friendship. Arts and Culture Leaders: If you have a flair for the arts, consider becoming a leader in our drama, music, or visual arts programs. You'll have the opportunity to organize performances, exhibitions, and workshops to showcase your talents. Charity and community leaders: Engage in meaningful community service projects by joining our team of charity coordinators. Plan and lead volunteer activities that make a positive impact on our local community. Academic Ambassadors: Foster a culture of academic excellence by becoming an academic ambassador. Assist your peers with study techniques, organize study groups, and participate in academic competitions. Environmental leaders: If you're passionate about environmental sustainability, join our team of environmental stewards. Lead initiatives to promote eco-consciousness within our school, such as recycling programs and conservation projects. How to Get Involved: Getting involved in student leadership is easy! Watch out for announcements and emails regarding upcoming elections and appointments for leadership roles. We encourage all students to consider these opportunities and apply for positions that align with their interests and goals.At Rainford High, student leadership opportunities are a vital part of our educational experience. We encourage all students to take advantage of these chances to develop leadership skills, build lasting friendships, and contribute positively to our school community. By participating in these roles, you can make a significant impact on your own growth and the overall school environment. Join us in shaping a brighter future! How to achieve points:· E-postcards = 5 points· Merits = 3 points· Competition Participation = 10 points· Extra-curricular activities = 5 points· Revision Sessions = 5 points· Service to school points = 10 points· 100% attendance so far this year points = 50 points· 100% last half term points = 50 points· Attendance Improvement award (Pastoral judgement) = 20 points· 5-day challenge points as per below 5-day challenge bonus points for remaining within challenge – reviewed and issued half termly· 60 points = 0 days absence so far this year· 50 points = 1 day absence so far this year· 40 points = 2 days of absence so far this year· 30 points = 3 days of absence so far this year· 20 points = 4 days of absence so far this year· 10 points = 5 days of absence so far this year Criteria for Praise and Rewards Events:Criteria for Christmas Rewards Event· Students need to achieve 500 house points between September and October half term to be eligible for the Christmas Rewards event in December.Criteria for Easter Rewards Event· Students need to achieve 1000 house points between October half term and February half term to be eligible for the Easter Rewards event to Blackpool Pleasure Beach or Blackpool Zoo in April.Criteria for the Summer Rewards Event· Students need to achieve 1000 houses house points between February half term and May half term to be eligible for the Summer House Festival event in July.
Competitions –
During the 2022-2023 academic year there were over thirty competitions for the students to get involved in. This year we hope to run even more and endeavour to ensure there is a competition for everyone. The current schedule for the year is
Autumn 1Autumn 2Spring 1Spring 2Summer 1Summer 2Bottle tops Food bank Fantasy Football Sixth form Pool Poetry European Day of languages Halloween Bake off House sport Chocolate Orange collection Christmas quiz Rainford’s Got TalentFIFA Photography Pi Day Spelling Bee Speed Stacking Science Week World Book Day Book Recycle Crack the Case House Sport Food bank Chess Mario Eco Competition Art Charity RunSports Day Young Historians Food Bank
Our House Fundraising:
The school plays a vital role in supporting local charities and does it best to support national campaigns.
Fundraising Events:
The school organise fundraising events such as bake sales, charity runs, and other events to raise money for local charities. These events not only generate funds but also create awareness about the causes they support.
Donation Drives:
We organise donation drives for essential items like food, clothing, school supplies, or toys. Students and their families can contribute these items, which are then donated to local charities or shelters.
Charity Drives and Campaigns:
We run charity campaigns and drives focused on specific causes or charities. These campaigns involve raising awareness, collecting funds, or encouraging volunteerism.
Leader Board
TimeWinning HouseFebruary 2023 – Mid Year ChampionCompassion2023-2024 Winning HouseEndeavour
### School Events Calendar
School Events Calendar
### Rainford High Governors
### Everyone Matters Schools Trust Central Policies
EMST Adoption leave policy 2023 (1)
EMST Alcohol & Drugs at work policy 2023 (1)
EMST Appraisal Policy 2023 (1)
EMST Code of Conduct policy 2023 (1)
EMST Confidential Reporting - Whistle Blowing Policy 2023
EMST Dignity at work Policy 2023 (1)
EMST Disciplinary Policy 2023 (1)
EMST Disciplinary Rules & Procedures
EMST Equal Opportunities Policy 2023 (1)
EMST Flexible Working Policy (includes special leave)(1b)
EMST Grievance Procedure (1)
EMST Maternity Leave Policy and Procedure 2023 (1)
EMST No Smoking Policy 2023 (1)
EMST Paternity Leave Policy 2023 (1)
EMST Pay Policy 2023 (1)
EMST Recognition Agreement 2023
EMST Redundancy Policy 2023 (1)
EMST Scheme of Delegation
EMST Shared Parental Leave (adoption)
EMST shared parental leave (birth) 2023 (1)
EMST Sickness Absence Policy 2023 (1)
EMST Staff Expenses policy (1)
EMST Staff Social Media Policy 2021-24
EMST Support staff appraisal 2023 (1)
EMST Support Staff Capability Policy 2023
EMST Teacher Capability Policy 2023 (1)
EMST Whistleblowing Policy 2023 (1)
### Exams and Cover Manager
Responsible toVice Principal & Director of Business and FinanceScaleNJC SCP 23-25 (£32076-£33945 pending pay award) pro rata for part-timeStart DateASAP
We are looking to appoint an Exams Officer/Cover Manager for the new academic year.
This role has the flexibility of being Full Year or Term time only with working from home arrangements 1 day per week.
Part time applications will be considered
Closing date 8th September 2023 12pm. Completed application form and supporting letter should be returned to my Personal Assistant, Mrs Julie Kershaw/Mrs Carrie Andrews pa@rainford.org.uk
For an informal chat about this role please contact our Director of Business and Finance a.marsh@rainford.org.uk to arrange a phone call or visit to school.
The school is committed to safeguarding and promoting the welfare of children. To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhance DBS check.
Exams-Cover-Manager-July-2023Download
Job-Application-Support-Staff-1Download
### Teacher of Design Technology - Resistant Materials
MPS/UPS
Required from January 2024, or before.
We are looking for a great Teacher of Design Technology - Resistant Materials, who has the right skills to make a difference to our children and our community and who wants to become part of a strong team, and support them on the next phase of their journey. Our school ethos is Everyone Matters, Everyone Helps and Everyone Succeeds and we want teachers who want to belong to our caring and hardworking school, which appreciates teachers and staff and has the highest of expectations for all students.
If you want to innovate, lead, support and develop the Design Technology - Resistant Materials experience to the highest standards in a focused and developing team, Rainford High could be for you.
You must have the ability to teach Design Technology - Resistant Materials across all aspects of the KS3 to KS5 curriculum at this successful 11-18 school.
The interview and selection process will be challenging. We are seeking staff who do not just deliver in the classroom, but can inspire children to make great progress and achieve fantastic outcomes. We are also looking for a teacher who will challenge themselves and others with evidenced based practice and the belief they can make a difference to what great teaching of Design Technology - Resistant Materials should look like.
The Academy Trust is working hard to make a difference to staff workloads by investing time, technology and support to make Rainford High a great place to work. For the right candidate there could be additional opportunities based on potential, ability and capacity to make a difference across the team and the school. If you believe you are good enough and can meet the standards, Rainford High is the school for you. We look forward to receiving your application.
The school is committed to safeguarding and promoting the welfare of children. To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhance DBS check.
Completed application form and supporting letter should be returned to Mrs Carrie Andrews at c.andrews@rainford.org.uk by Friday 20th October 2023
Interviews to be held w/c 23rd October 2023
Teacher-DT-Job-DescriptionDownload
Teacher-of-DT-Letter-from-Principal-Sep-23Download
Teacher-of-DT-PS-Jan-23Download
Job-Application-Teacher-1Download
### Youth Engagement Worker
Rainford High are looking to recruit a motivated, enthusiastic Youth Worker to their expanding pastoral team. This role will be based primarily at Rainford High School but will also have links to other schools in the Trust.
For an informal chat about the role please contact Mr Kenyon, Vice Principal at j.kenyon@rainford.org.uk
Job-Application-Support-Staff-2Download
Youth-Engagement-Worker-June-23Download
Completed application form and supporting letter should be returned to Mrs Julie Kershaw/Mrs Carrie Andrews; pa@rainford.org.uk Closing date of Monday 3rd July at 12pm.
The school is committed to safeguarding and promoting the welfare of children. To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhance DBS check.
### Spanish
Careers related to studying Spanish:
If you choose to study a language A-level, you will develop comprehensive written and spoken communication skills in the target language.
As a result, students who have studied a language A-level have a vast array of career opportunities open to them, ranging from translating and interpreting to teaching or, most commonly, working with well-known multinational companies to and international organisations or charities. There are exciting opportunities - often involving travel abroad - in almost every sector, including: manufacturing, sales, banking and finance, community and social services, and transport and communications.
Course content:
Through studying this course, you will develop your ability to analyse and evaluate, clearly structure arguments and make reasoned judgements, all of which are essential at university. The course involves an integrated study with a focus on language, culture, society, cinema and literature.
Entry requirements:
You must have achieved at least a grade 6 in Spanish at GCSE.
Subject specific events:
You will be encouraged to take part in a range of enrichment activities, which can be accredited through the Foreign Language Leaders Award.
Students will have the opportunity to visit universities in the region, to take park in enrichment activities such as sample lectures and seminars in Spanish and workshops on literature and music, which are tailored towards enhancing the A Level curriculum. They also offer the opportunity to meet student ambassadors and attend taster sessions in other languages, such as Italian and German.
Methods of study:
There are four lessons per week, which are delivered by three subject specialists. In addition, you will have sessions with our Foreign Language Assistant to help improve your confidence and proficiency in speaking the target language. Teaching groups tend to be small, enabling highly personalised leaning, and the course is taught through a range of teaching and learning strategies. These strategies include group discussion, close reading and annotation of texts and the use of authentic audio/visual stimuli.
You should expect to complete approximately four hours of independent study outside of your lessons. This could include: listening and reading the target language, practising grammatical concepts, completing translations and essays or simply speaking in the target language. In order for you to take full advantage of the course, it is recommended that you immerse yourself fully in the target language in topics which interest, inspire or intrigue you, which are available at the click of a button.
Methods of assessment:
Paper 1: Listening, reading and writing (50%)
You will be assessed on your listening and reading comprehension (including summaries in the target language) and translation skills into the target language and English. Exam time: 2.5 hours.
Paper 2: Writing (20%)
You will be assessed on your response to two essay questions (300 words each) on a film and book studied in class. Exam time: 2 hours.
Paper 3: Speaking (30%)
You will be assessed on a 5 minute discussion of a stimulus card and a presentation and discussion of Individual Research Project (linked to the target language country). As we are a smaller sixth form this exam will be conducted by your teacher, rather than an external examiner. Exam time: 21-23 minutes.
### Religious Studies
Careers related to studying Religious Studies:
This qualification is designed to nurture the development of critical thinking. Emphasis is placed on critical analysis and the construction of balanced, informed arguments within the context of a religious, philosophical, and ethical awareness. These skills are all essential for many careers. An A Level in Religious Studies is useful in the following professions:
Media (news, television etc)
Law
Politics
Medicine
Social Care
Journalism
Education
Course Content:
The A Level Religious Studies course aims to thoroughly engage learners and develop an interest in Religious Studies, Philosophical and Ethical issues which extends beyond the classroom and can be applied to the world around them. It will involve finding out about issues which affect us all, learning about issues that are constantly in the news, looking at topics that really make you think and being able to say what you think!
Entry requirements:
Due to the exam being essay based, it is desirable that you have achieved at least a grade 4 in both English Literature and English Language at GCSE.
Subject specific events:
The enrichment opportunities in Religious Education are wide and varied. Here are just a few of the opportunity’s students at Rainford have experienced recently:
Links have been made with Edge Hill University for Philosophy and Ethics revision workshops and conferences.
For A Level student, a day trip to the Liverpool Anglican Cathedral and the Liverpool Synagogue including a workshop exploring the topic of ‘Beliefs of Christians and The Jewish Community’.
In the past 2 years all GCSE and A Level student have had the opportunity to work with the St Helens foodbank to support our local community during the ‘Cost of living crisis’.
Methods of study
There are four lessons per week and the three separate modules will be taught in blocks.
Teaching groups tend to be between eight and sixteen in number, and the course is taught through a range of teaching and learning strategies.
These strategies include:
Group and class discussions focused on philosophical and ethical issues.
Teacher-led presentations and student-led presentations.
Use of video and film to explore ethical issues.
Independent study using workbooks.
Note taking, independent reading and the exploration of ethical case studies.
Past exam papers and essay writing workshops.
Outside speakers.
Methods of assessment:
In Religious Studies, learners will study three components that are each externally assessed, these are:
Religion and ethics
Development in religious thought
Philosophy of religion
These exams will take the form of an externally assessed written paper lasting two hours and testing your subject knowledge, analysis, and evaluation skills in an essay-based exam.
### EMST Scheme of Delegation
EMST-Scheme-of-Delegation-1Download
### Notices
Rainford High Newsletter April 2025
EMST NEWSLETTER April 2025
Rainford High Newsletter March 2025
RAINFORD NEWSLETTER March 2025
Letter from Mr Young 08/05/2024
Dear Parents and Carers
I trust you all enjoyed a restful Bank Holiday weekend. I am certain those students preparing for public exams continue to use all of their time well.
As a community we are continually looking to develop our ethos to improve and strengthen our community so it is compassionate and understanding but also aware of how we as people all interconnect and the impact our actions have on each other.
As a school staff and the Principal, we are fortunate that the vast majority of parents and students support our ethos and vision as well as the values and principles we work towards every day to make Rainford High a positive, inclusive and vibrant community.
I am proud that the school is significantly oversubscribed and has been for the last decade because of the provision and balanced educational journey we offer.
As Robert Kennedy said
“It is not more bigness that should be our goal. We must attempt, rather, to bring people back to the warmth of community, to the worth of individual effort and responsibility, and of individuals working together as a community, to better their lives and their children’s future.” – Robert F. Kennedy
Unfortunately due to an increasing number of interactions between parents and the school that fail to meet our ethos of:
Everyone Matters - Polite, Kind and Respectful
Everyone Helps - make sensible choices
Everyone Succeeds- Work hard and keep going.
I am writing to you to request some consideration of how your communication and actions can impact on the school team. I am proud that the school team tries to go above and beyond for students and parents but the negative is that it is perceived as the norm. On an increasing number of occasions parental communication is unreasonable and the desired outcome and expectation unrealistic.
To be a community we must work together but we also must apply our ethos and expectation to every situation. Rainford High will always strive to deliver the very best but a little more understanding would support the school team in delivering this. An example of this is the use and misuse of disabled parking, although the school appreciates parking is limited could we all please be considerate around ensuring the disabled parking is used correctly by blue badge holders only.
I hope you and your child have a great final term of the year, and I would like to wish all of our Year 11 and Year 13 students good luck with their examinations later this term.
Many thanks for your support.
Ian YoungPrincipal
Travel Disruption
Dear Parents and Carers
Significant road works in the Billinge Area will affect the Main Street and Newton Road between the 13th and 19th of May.
Newton Road will be closed from Monday 13th to the 19th May and there will be traffic signals on the Main Street.
This will mean the 157, 781 & 782 services will omit Newton Road, and students should catch the bus on Main Street or Garswood Road.
We are aware this could affect journey times to school and would advise that if you have a public examination you take this into account on your journey to the school.
Letter from Mr Young 12.04.24
Dear Parents /Carers,
Over the last two years more than £100,000 of public money has had to be used by the school to repair toilets due to mindless vandalism, inappropriate behaviour in toilets that has led to damage caused by our young people who are unable to use toilets appropriately.
As Principal I have therefore decided to take a sensible cost effective approach to support student learning and the sensible use of toilets by limiting the number of toilets available during lesson times. This is an approach that has proved successful in other secondary schools.
Students will have access to toilets throughout the day.
All the currently available toilets will be accessible before school and at break and lunch time. The toilets at break and lunchtime will continue to be supervised by school staff to ensure toilets are used sensibly and appropriately.
There will be a block of toilets available during lesson time that will be accessed with class teacher agreement as has always been the case. These toilets will be monitored to ensure usage once again meets normal standards and expectations. This will also support the school in safeguarding all of our young people even more effectively.
Can I remind students that disabled toilets are provided for those students with disabilities and additional needs not for the general convenience of the student body who already have access to toilets throughout social time and during lessons when agreed by staff members.
As a community our interconnectedness is clear if our actions are negative and carry a significant cost the school will be unable to provide the levels of support and staffing we have done in the past if this situation is allowed to continue. I am certain as parents/ carers and responsible adults you agree with this sensible and proportionate response to an unacceptable situation.
Kind regards
Ian Young
Principal
### Extended Project Qualification (EPQ)
What is EPQ?
It is a freestanding qualification designed to stretch and challenge students and is optional in Year 12.
You choose your own project which you can then explore in depth. The project could be an aspect of a subject you’re studying or a topic you have a personal interest in.
This level of choice and flexibility means you are engaged and motivated, and will gain valuable research and project management skills along the way.
Course content:
The EPQ is equivalent to 50% of an A Level and is assessed at A Level standard. It will develop and extend from one or more of your study areas and/or from an area of personal interest outside your main programme of study.
It is entirely flexible and will be based on a topic chosen by you. The final product can be equally flexible and can take the form of a 5000 word report (on any topic you can think of!) or an artefact. Artefacts can include:
A piece of art (sculpture, painting etc)
A piece of music
A video (trailer / documentary / music video)
A script or performance
A short story or novella
A magazine
Literally anything!
If you choose an artefact, it must be accompanied by a 1000 word report, detailing your processes.
Your project can take the form of whatever is most suitable for the topic. The EPQ is recognised and valued highly by universities, as it will clearly demonstrate your ability to manage your own workload and study independently.
Entry requirements:
There are no formal entry requirements for this course. However, you must choose a topic that will hold your interest and ensure you are self-motivated.
Methods of study:
Delivery of the Extended Project Qualification will involve some teaching of the necessary skills, although much of the supervision and assessment will be on a one to one basis. The main focus of the project is on independent study and development of necessary study skills. In total, you will participate in approximately 120 guided learning hours to complete the project.
You are required, with appropriate supervision, to:
Choose an area of interest
Draft a title and aims of the project for formal approval
Plan, research and carry out the project
Produce a final report/artefact
Deliver a presentation to a specified audience
Provide evidence of all stages of project
Methods of assessment:
The EPQ is holistically assessed at final submission. The components of the project which contribute to the assessment are as follows:
Final artefact and/or report
Production Log
Presentation
Any other supporting evidence
“We welcome the introduction of the Extended Project and would encourage you to undertake one as it will help you develop independent study and research skills and ease the transition from school/college to higher education”.
Cambridge University
### Scheme of Delegation
This Scheme of Delegation outlines the delegated responsibilities between the key governance tiers within the Everyone Matters Schools Trust (“the Trust”) – the Members of the Trust, Trust Board, CEO, Local Governing Boards (LGBs) and Principals.
This summary is designed for use by governance stakeholders within the Trust and external regulators, including Ofsted and the Education & Skills Funding Agency (“EFSA”).
Summary of governance structure
Within the Trust, the overarching approach to delegations for each governance tier is as follows:
Members – Members have responsibility for ensuring that the charitable purpose of the trust is pursued. They have a limited and distinct role as set out in the scheme of delegation below.
Trust Board – The Trust Board holds the ultimate legal accountability for all aspects of operation delivery, policy and decision making. They oversee the management and administration of the Trust and the academies within it. The Board will deal with non delegated key matters such as strategic direction, vision and values and educational targets.
CEO – Holds delegated responsibility from the Trust Board to manage the day to day activities of the trust.
Local Governing Boards – LGBs hold delegated power from the Trust Board at Academy level to make decisions and scrutinise at a local level.
Academy Principals – The Academy Principals within the Trust are responsible for all aspects of the day to day running of their setting and operational delivery of Academy improvement plans.
A multi academy trust’s board of trustees is accountable in law for all major decisions about all the schools within the trust. However, this does not mean that the board is required to carry out all the trust’s governance functions and many functions can and should be delegated elsewhere, including to the CEO, the board’s committees, and to LGBs.
At all levels of delegation, the Trust Board retains the right to withdraw delegation of certain responsibilities or functions if performance in the delegated area is a cause for concern or there is a need to refocus the delegated powers to secure rapid improvements. For example, if a school’s leadership and management is judged to be inadequate, the trustees may wish to take responsibility for governance at a local level to ensure the correct support and scrutiny is in place.
The decisions as to which powers the board has delegated are recorded in the table here. This allows individuals and groups to act promptly when such power is within their remit.
Download a copy of the Scheme of Delegation here: EMST Scheme of Delegation
### Scheme of Delegation
This Scheme of Delegation outlines the delegated responsibilities between the key governance tiers within the Everyone Matters Schools Trust (“the Trust”) – the Members of the Trust, Trust Board, CEO, Local Governing Boards (LGBs) and Principals.
This summary is designed for use by governance stakeholders within the Trust and external regulators, including Ofsted and the Education & Skills Funding Agency (“EFSA”).
Summary of governance structure
Within the Trust, the overarching approach to delegations for each governance tier is as follows:
Members – Members have responsibility for ensuring that the charitable purpose of the trust is pursued. They have a limited and distinct role as set out in the scheme of delegation below.
Trust Board – The Trust Board holds the ultimate legal accountability for all aspects of operation delivery, policy and decision making. They oversee the management and administration of the Trust and the academies within it. The Board will deal with non delegated key matters such as strategic direction, vision and values and educational targets.
CEO – Holds delegated responsibility from the Trust Board to manage the day to day activities of the trust.
Local Governing Boards – LGBs hold delegated power from the Trust Board at Academy level to make decisions and scrutinise at a local level.
Academy Principals – The Academy Principals within the Trust are responsible for all aspects of the day to day running of their setting and operational delivery of Academy improvement plans.
A multi academy trust’s board of trustees is accountable in law for all major decisions about all the schools within the trust. However, this does not mean that the board is required to carry out all the trust’s governance functions and many functions can and should be delegated elsewhere, including to the CEO, the board’s committees, and to LGBs.
At all levels of delegation, the Trust Board retains the right to withdraw delegation of certain responsibilities or functions if performance in the delegated area is a cause for concern or there is a need to refocus the delegated powers to secure rapid improvements. For example, if a school’s leadership and management is judged to be inadequate, the trustees may wish to take responsibility for governance at a local level to ensure the correct support and scrutiny is in place.
The decisions as to which powers the board has delegated are recorded in the table here. This allows individuals and groups to act promptly when such power is within their remit.
### Rainford High School Copy
Welcome to Rainford High
We have a fantastic learning environment fit for the the 21st Century. Our school has a clear ethos that Everyone Matters, Everyone Helps and Everyone Succeeds. There is only one way to achieve this and that is by staff, students and parents working together so we can ensure that every child who comes here can have the best education possible. Schools are fantastic places because they are about making dreams a reality.
### Post 18 Careers Information and Guidance
In an age where sixth formers need to explore career options more than ever before, Rainford High Sixth Form is committed to offering a complete programme of support for parents and students. The provision includes:
Opportunity to discuss career goals post-18 through one-to-one career guidance interviews
All students in lower sixth have access to UniFrog to help support their post-18 decisions
Annual careers fair
Lectures, working lunches, workshops and webinars, all designed to help inform and advise
Support with UCAS guidance – in particular course research and choices
Personal statement support in partnership with the University of Liverpool, Liverpool John Moores University and Edge Hill University
Strong connections to our alumni students, who help support, mentor and advice
Our aim is to provide pupils with a framework for making proper decisions about their future development. We provide access to course information and impartial guidance which allows students to evaluate the best route for them. This is underpinned by a realistic analysis of their academic interests and strengths, as well as insight into the nature of particular areas of work and the choices available to them.
### Pastoral Care
For students to flourish during their sixth form study it is important that they are happy, safe and motivated within school. The pastoral care offered to students ensures that this is the case.
All students are a member of a tutor group of around 25 students. Their form tutor will meet with them every day and is their first point of contact for information sharing, answering queries and dealing with issues that may arise. Tutor group sessions take place daily throughout the year and are an important and compulsory part of your timetable. Here you will focus on a range of topics from healthy lifestyles, progression planning and developing an advanced level mindset.
Besides the sixth form tutors, the team also includes the Director of Post 16 Development and CEIAG, Pastoral Leader and the Sixth Form Administrator. The team monitors students’ welfare and progress and intervenes whenever issues occur. Monitoring takes place through academic performance, attendance and punctuality data and teacher feedback.
If intervention is required, students will often meet with the Pastoral and Learning Leader Year 12 & 13 and a plan or support be put in place. We value the support that parents play and we involve parents where appropriate. We also have the services of a school counsellor that can be used by sixth form students.
We also utilise the lower school team SEND team for students who have special educational needs and/or disabilities which may affect their learning. There is also a counselling service that provides emotional support. We will work together with you to ensure you have all the help you need to make your time studying with us a success.
Student Services
Student Services
Your welfare is our priority and we will help you to overcome any obstacles to your success, achievements and progression. If you experience any difficulties coping with your college work, or feel that you could do better with some extra help, then we have a dedicated study support team to help you.
Student Services can help you with:
Career decisions and higher education routes including UCAS applications
Access to Career services
Job vacancies and employment opportunities
Managing your finances and advice on financial assistance
Individual counselling if you have any personal difficulties
Managing your independent study time and revision planning time
At Rainford High Sixth Form we are always here for you! We will get to know you personally and ensure that everyone helps, everyone matters and everyone succeeds.
Throughout your time with us, we will always support you in whatever way you want. Whether that is through comprehensive careers advice and guidance or via financial, learning or personal support.
Parents and carer’s matter to us too! So, if you have any questions or worries during your child’s time at Rainford High Sixth Form, be sure to get in touch, we are very happy to help.
### Support and Guidance
Are you thinking about your future or worried about what to do after education? There is plenty of support and help available at Rainford High Sixth Form to help you discover what is right for you and to give you the information you need to shape your future. You will discuss these options individually with your personal tutor but in addition, your head of year, Miss Fawley and Miss Hird, who are more than happy to help you look at different options and decide the best options for you.
After leaving college there are four main options:
Attending a university
Starting an apprenticeship or sponsored degree programme
Seeking employment
Take a gap year
During the year we have several visiting speakers, careers and apprenticeship event and the HE events to help you with your decision making.
Moving on from sixth form can be both an exciting and daunting prospect. The school has a careers advisor who is available to meet with students to offer advice and guidance regarding next steps. See Ms Jacques in the library to make an appointment.
The Which University Careers Planner gives a good visual overview to help you consider and plan what to do next and if you’re struggling with the decision about whether to go to university or do an apprenticeship take a look at Should I apply for an apprenticeship or go to university?
Future Learnalso has a great three-hour course that could support your transition planning University and Your Future: Career Planning and Making the Most of Your Degree
Unifrog can also help you identify pathways and opportunities that will help you decide what to do next after sixth form.
###
### Honours Programme
As part of our commitment to excellence in every area, Rainford Sixth Form is proud to include an exciting project known as the Honours Programme. Those academically gifted students who achieve seven GCSEs at grade 7-9 are automatically included and receive a broad package of support throughout their time at Rainford Sixth Form.
The Honours Programme is an aspirational and adventurous initiative, designed to help the brightest of students reach the very best UK and international universities, in particular, Oxford and Cambridge or ‘Oxbridge’ as they are styled. The goal is to offer guidance, personal statement support, interview practise and general scholarly improvement to help students achieve their full intellectual potential and encouragement to aspire to elite institutions post-Sixth Form. The year is peppered with inspiring trips to several universities, such as Oxford, Durham and those in London.
We look forward to building on this success year-on-year.
### UCAS Parent Information
Our Sixth Form Team, along with curriculum staff and personal tutors, have been working hard throughout the year to support students in making informed decisions about their career plans. We have also been raising aspirations and encouraging students to consider Higher Education (HE) options, through exploring and making applications for university courses and higher or degree apprenticeships after their current Level 3 course.
We know that as well as the work going on in college to help students make informed choices on progression, you as parents/carers will also play an important role in supporting students to make informed choices and applications for Higher Education.
On this page you will find information, useful links and resources, which will equip you with the knowledge to best support students through this process.
Please take a look through the resources and links below, we thank you for your support. If you have any questions/queries relating to the above, please do not hesitate to contact us on the following email address j.hird@rainford.org.uk
Student Finance England presentation
Below is a presentation from Student Finance England, which outlines financial support available for students wishing to access Higher Education courses. The will show current support and figures for students (2020) and give you an idea of financial support available. These figures can be subject to change for the forthcoming year. We will also invite you into College to attend a Student Finance Parents’ evening.
View presentation
Parent Student Finance 2023
Parents and students can use the Student Finance calculator tool (available at www.gov.uk/support-child-or-partners-student-finance-application) to understand the types of student finance and how much financial support a student may be entitled to when attending university.
Important websites
Please find below links to websites that provide a wealth of information relating to opportunities after college. These range from HE options, whether that be traditional university, or looking at Higher or Degree apprenticeship opportunities. There is also information on these resources about other opportunities such as taking a gap year.
www.ucas.com -This website provides a wealth of information on all things HE related and is the site which manages the majority of HE applications through UCAS Apply and UCAS Track.
https://www.opendays.com – A one stop shop to find out about open days /virtual tours
https://www.gov.uk/apply-apprenticeship – The place to search local and national apprenticeship opportunities at all levels and make online applications.
www.studentfinanceengland.co.uk – Information point of financial support available. This website is also host to the student finance calculator.
https://www.ucas.com/alternatives/gap-year/gap-years-ideas-and-things-think-about – Here the UCAS page shares information on gap years, and lists some useful sites to consider when looking for gap year opportunities.
Students can also access the above information and further resources on their Google Classroom.
Alternatively, there are some FE/HE colleges that offer HE courses. These allow students to apply directly and therefore don’t list provision on UCAS. Riverside college is one of these, we offer an extensive list of Higher Education courses, including Higher National Certificates (HNC), Higher National Diplomas (HND), Higher Apprenticeships, Foundation Degrees, Top Up Degree and Teacher Education PCET or PGCE. You can find more information on our own HE provision on the following link: https://www.riversidecollege.ac.uk/higher-education/
We thank you again for your support, and do not hesitate to contact us if you need any further information.
### Student Bursaries
Sixth Form 16-19 Student Bursary
Application are open for the 16-19 Sixth Form Bursary. The bursary provides financial support to eligible students who otherwise may not be able to participate in their choses courses. Details of full eligibility and how to apply are detailed in the policy below. For further enquiries please contact the Finance Office
Sixth Form Bursary Policy
Bursary Application Form 24-25
Continuation Statement 23-25
Year 12 & 13 Travel Bursary
We are delighted to inform you that we can offer a subsidy towards bus pass travel costs, to our students in Sixth Form from September 2024.
This will be for the academic school year September 2024 – July 2025 only.
The subsidy available will be towards bus pass travel only and will be 50% of the cost or up to a maximum value of £150 for the whole academic school year.
Student should present a copy of the proof of purchase (receipt) indicating the amount that has been paid to staff at the Student Service desk, a form will then be given to students to take home for parents/carers to complete with their bank details.
Once returned funds will be reimbursed directly into their chosen bank account accordingly.
Any questions regarding the student bursary should be directed to: finance@rainford.org.uk
Travel Bursary Reimbursement Form
### Parent Handbook
Parent Handbook 22 – 23
### Parent/ Guardian Information
Parents and guardians play an important role in supporting young people to explore and understand more about the next step choices available to them at the end of each Key Stage. Please use the links below to help you to help them.
Links to Resources
UCAS Undergraduate: advice for Parents & Guardians
Amazing Apprenticeships Parents’ Pack
Parent Adviser
Parental Guidance
Success At School Parent Portal
Success At School Employability Skills: A Parents’ Guide
Scholarship Hub |
Success at School – Get your FREE careers guides for parents and carers
Parents University and Apprenticeship Guides have been designed to help parents support their children in making informed decisions about their future and developing skills to help them succeed.
Click link here: Get Your Downloadable 2022/23 Parents’ Careers Guides (successatschool.org)
Introduction of T Levels – GOV.UK (www.gov.uk)
### Student Work Experience
Work Experience presents our students with an exciting opportunity to gain a valuable insight into the world of work. As well as offering them some useful hands-on experience they are also able to develop their communication, team working, organisation and time management skills within a new environment. This is also particularly useful before going in to Year 13 when pupils are considering their post sixth form options.
Relevant work experience is increasingly viewed as an essential part of any good application for higher education and the world of work. Students who plan to go into medicine, dentistry, teaching or veterinary science have already been advised to secure some form of regular work experience because of the importance given to this in university applications and interviews. The enrichment programme is full of extra-curricular activities such as sport clubs, volunteering, reading buddies and a first aid course, which is all very important.
Rainford Sixth Form Work Experience
During the summer term, all Year 12 students are required to attend a two-week work experience placement. All college students are required to find their own placements; this ensures that they have a worthwhile and meaningful experience.
It is best if students complete their work experience in the field that they wish to pursue their future career. However, this is not essential. BTEC students need to ensure that their placements are meaningful to their chosen vocational subject.
Work experience provide students with a taster of the world of work; through interviews, applications, time keeping, health and safety and much more.
The objectives of work experience are:
To allow students to understand how commerce and industry operate
To help students to see the relevance of school subjects to the world of work
To help students gain greater self-confidence and maturity
To enable students to find placements that are related to the career / university course they are considering and hopefully, increasing their motivation
To allow them to prepare for their personal statement for their UCAS form for university applications / CV for the workplace.
The process of organising the placements normally starts in January with an assembly. The early time frame is to give students enough time to contact potential employers. College students will attend their placement during the last week of the summer term.
All students need to ask their employer to complete the own placement form and return it to their Form Tutor. Without this you will not be able to attend the placement.
Preparation for Work Placement
Decide on the type of work you would like to do.
Be related to an idea for a future career or just an area of work that you would like to experience. All work experience can be equally valuable providing it will give you a good opportunity to develop your Employability Skills.
Look for a placement by asking your parents or carers, relations and friends, if they know anyone doing the type of work that you are interested in.
You can also ask your tutor and staff at college, look at advertisements in newspapers and magazines, enquire at customer service desks, and look at shop fronts and businesses in your home area and on the way to college, research in libraries and on the internet.
Discuss your ideas with your parents or carers and tutor.
You should not arrange a placement where you will be working closely with a parent or relative or where you already have a part time or holiday job. It is important that Work Experience is a ‘new challenge’ in terms of people and environment.
Consider the geographical location.
You need to consider where you live, what transport links are available and how long will the travel times be from your home to your placement.
Contact the company or organisation and ask if they are prepared to accept you for Work Placement.
This can be done by telephone, personal visit or letter. Make sure that you know the dates of your placement and advise the company of these. Think about why you would like to do work experience within that organisation and remember to be enthusiastic in your communication. A copy of your CV should be taken when making a visit or enclosed with your letter when applying to the company.
Once you have confirmed a placement, you should complete an Own Placement Form which you can collect from Mrs Rice (Student Services).
Send or take it to the company or organisation. The form must be completed and signed by the employer to confirm that they agree to you doing work experience within their organisation.
The Company must have Employers’ Liability Compulsory Insurance otherwise; you will not be able to go there for Work Placement.
The policy number and expiry date will need to be recorded on the Own Placement Form.
The completed form should be handed to your Form Tutor before the deadline date given.
Your placement will then be checked for suitability.
Where to look for a placement
If you would like to try and arrange your own placement there are a number of organisations that can help:
Go Think Big
S4SNextGen
Springpod
Student Ladder
Young Professionals
### Enrichment booklet
Enrichment booklet 2024
### Enrichment: General information
Enrichment
At Rainford High, we recognise that many universities and employers are expecting students to have a range of skills and experiences other than those gained by studying for traditional qualifications. Enrichment opportunities allow students to develop new skills and experience something other than their core studies. We welcome suggestions from students for enrichment activities. Usually we offer:
Enrichment
• Subject Champions• Extended Project Qualification – EPQ• First Aid• British Sign Language• Sporting Activities• Access to Medicine Course• Work Experience• Reading Buddies• Student Ambassador• Trips• University visits
We have a thriving Student Council which encourages students to share their opinions and make their views count. They have a vital role in shaping the Sixth Form and developing it further. The council helps the school to appoint new members of staff and make important leadership decisions for the school.
### Student Bursary
Year 12 & 13 Travel Bursary
We are delighted to inform you that we can offer a subsidy towards bus pass travel costs, to our students in Sixth Form from September 2024.
This will be for the academic school year September 2024 – July 2025 only.
The subsidy available will be towards bus pass travel only and will be 50% of the cost or up to a maximum value of £150 for the whole academic school year.
Student should present a copy of the proof of purchase (receipt) indicating the amount that has been paid to staff at the Student Service desk, a form will then be given to students to take home for parents/carers to complete with their bank details.
Once returned funds will be reimbursed directly into their chosen bank account accordingly.
Any questions regarding the student bursary should be directed to: finance@rainford.org.uk
### UCAS Tariff Table
TARIFF TABLES
Foundation DiplomaExtended CertificateCertificateAS levelA-levelPointsD* 84 80 78D 72 64D* A*56MD A48B40 M C32 D* 28 PD D24 A 20PMBE16C12D10P8E6
### UNIFROG
Unifrog is the whole school platform that is used to support pupils career exploration and development throughout their entire time at Rainford High School.
Buzz Quiz can be found on the icould website and is a quick and fun personality profiling test where you’ll find out more about your preferences and what you’re naturally good at.
### Student Handbook
Student handbook 22 – 23
### Year 12 Enrolment
Y12 Enrolment: GCSE Results day 24th August, here at Rainford High, external applicants welcome please ensure you bring your GCSE results with you.
In the meantime please access below our enrolment option blocks
Enrolment Option 2023
6th Form Team
### ICT
BTEC
Careers related to studying ICT:
If you choose to study Information Technology, you will develop comprehensive computing and ICT skills, becoming adept at using several different types of IT software, as well as learning how to design, create and test your own computer programs and websites. You will also have a fundamental understanding of computer systems and how they work.
You could consider careers in:
Software development, website creation or management, network management, ICT consultancy, teaching and business management.
Course content:
Throughout this course, you will study several different elements of ICT that will give you the opportunity to develop a broad and varied skill set and allow you to produce projects that you will find both engaging and challenging; from Social Media for Business, to Programming, the course is designed to give you a real understanding of ICT and its real world importance.
Entry requirements:
GCSE ICT or Computer Science is desirable but not essential.
Subject specific events:
You will be given opportunities to work with real world businesses, to help advance your understanding of the different facets of ICT and how these can lead to varied job roles and opportunities.
Methods of study:
There are five lessons per week, which are divided between two subject specialists. Teaching groups tend to be between fifteen and twenty-five in number, and the course is taught through a range of teaching and learning strategies.
Your teacher will train you in all the necessary skills needed to complete the ICT projects set by the examination board.
Much of your work will be produced independently. However, there are frequent opportunities to share ideas either prior to, during or after written assignments. You should expect to complete approximately 5 hours of independent study per week outside of your lessons. This could include: research, learning new skills or other activities. In order for you to take full advantage of the course, it is also recommended that you immerse yourself in learning as many ICT skills as possible. e.g. Python or HTML.
Methods of assessment:
The course is a two-year program involving the following components of work.
Unit 1 Information Technology Systems (Exam)
Students will explore ICT systems and networks and how they integrate together.
Unit 2 Creating systems to Manage Information (Exam)
Students will learn how to build and interrogate a multi relationship database system.
Unit 3 Using Social Media in Business (Coursework)
Students will explore how businesses use social media and develop and implement their own social media campaigns.
Unit 4 Programming (Coursework)
Students will explore a range of different programming languages and follow a systems lifecycle to create their own programming project.
Unit 5 Data Modelling (Coursework)
Students will learn how data modelling is used in business. They will then explore a range of ways in which data can be manipulated and create their own data models.
Unit 6 Website Development (Coursework)
Students will explore what makes a successful website and use this knowledge to design and develop their own websites.
### Computer Science
A-Level
Careers related to studying Computer Science:
Computer Science is an exciting subject that encourages students to think creatively, logically and critically and to develop advanced problem solving skills. Students choose to study Computer Science because they are passionate about computers and want to learn about computer architecture; communications and networking; fundamentals of data representation and data structures.
Career options include programmer, web developer, computer games designer, ICT technician, network management, software development, Information System Management. This course provides you will all the necessary skills needed for business and the world of work.
Course content:
The aims of this qualification are to enable learners to develop:
An understanding and ability to apply the fundamental principles and concepts of computer science, including: abstraction, decomposition, logic, algorithms and data representation.
The ability to analyse problems in computational terms through practical experience of solving such problems, including writing programs to do so
The capacity to think creatively, innovatively, analytically, logically and critically
The capacity to see relationships between different aspects of computer science
Mathematical skills.
Entry requirements:
It is preferred that students have a minimum of a GCSE grade 6 and/or a grade 6 in Mathematics. Students will find it beneficial to study A Level Maths (essential for Computer Science at degree level).
Methods of study:
Students are expected to enjoy problem solving and to think logically. The subject requires much independent work and students will need to access a wide variety of resources to supplement their knowledge of theory.
This is reinforced by extensive practical work to develop programming skills. Students will use the college intranet as a principal resource and are expected to access it outside of class time for homework.
The subject requires much independent work and students will need to access a wide variety of resources to supplement their knowledge of theory. Students will learn to develop algorithms and will implement these using a variety of programming paradigms including procedural, object oriented and functional techniques. Python is the main language used, but other languages will be experienced throughout the course.
Methods of assessment:
The course is a two-year program involving the following components of work.
First year
Component 1: Computing Principles
The characteristics of contemporary processors, input, output and storage devices, Software and software development, Exchanging data, Data types, data structures and algorithms, Legal, moral, cultural and ethical issues
Examination (50% of qualification)
Component 2: Algorithms and problem solving
Elements of computational thinking, Problem solving and programming, Algorithms
Examination (50% of qualification)
Second year
Component 1: Computing Principles
Examination (40% of qualification)
Component 2: Algorithms and problem solving
Examination (40% of qualification)
Component 3: Programming project
Internally assessed (20% of qualification)
### COMPUTING
### Physics
A-Level
Careers related to studying Physics:
If you choose to study Physics, you will cultivate a comprehensive understanding of the laws that govern every aspect of our lives, from the smallest particles to the entire universe, developing the key mathematical skills that underpin it. As a result, Physics students can be found in more or less every industry, filling a variety of roles – from engineer to academic, or accountant to radiologist.
You could consider careers in: medicine, engineering, scientific research, teaching, energy industry, nanotechnology, space exploration, computer game design, meteorology, and many more.
Course content:
Through studying this course, you will increase your mathematical and analytical skills, furthering your knowledge of the ever evolving world of physics. You will study both classical and quantum physics, developing an appreciation of the development of our understanding of the world around us, recreating some of the key discoveries in science and learning the skills to take physics into the 21st Century.
Entry requirements:
You must have achieved at least a grade 6-6 in Combined Science or grade 6 in Physics Triple Science and a grade 6 in Mathematics at GCSE.
It is beneficial to study A Level Mathematics alongside this course.
Subject specific events:
We endeavour to develop our students to be as ready university and the working world as much as possible. As such, we have fostered close links with universities to give students as much of a taste of university life as possible.
In Year 13 you will also have the opportunity to be taken on a guiding tour of CERN in Geneva, speaking with researchers and seeing parts of the site unavailable to the general public.
Methods of study:
There are four lessons per week which are taught by one subject specialists. Teaching groups tend to be between eight and twelve in number, and the course is taught through a range of teaching and learning strategies.
These strategies include group discussion (whole group, small group and pairs), practical sessions, mathematical skills lessons and research tasks. You will also prepare presentations (individual, paired or small group) and will report back on your findings.
Much of your work will be produced independently. However, there are frequent opportunities to share ideas either prior to, during or after written assignments. You should expect to complete approximately 4 hours of independent study outside of your lessons. This could include: reading, research, essay writing or other activities. In order for you to take full advantage of the course it is also recommended that you immerse yourself in the wider reading of any texts that interest, inspire or intrigue you.
Methods of assessment:
A-Level:
Three 120 minutes papers, two papers worth 34% and one paper worth 32%. The papers will cover the following topics:
Particles and radiation
Waves
Mechanics and materials
Electricity
Further mechanics and thermal physics
Electromagnetic and gravitational fields
Nuclear physics
Turning points in physics
### Level 3 Mathematical Studies
Careers related to studying Core Maths:
Level 3 Mathematical Studies (Core Maths) is a relatively new qualification designed for students to help to develop their mathematical skills and thinking and supports courses such as A-level Psychology, Sciences and Geography as well as technical and vocational qualifications.Mathematical Studies aims to prepare students for the mathematical demands of higher education and work where there is a distinct mathematical or statistical element, but where the mathematical demands do not stretch to a requirement for A-level Mathematics. This course is awarded grades A B C D E which lead to equivalent UCAS points as an AS qualification
Entry requirements:
You must have achieved a grade 5 at GCSE Mathematics to study the Level 3 Certificate in Mathematical Studies (Core Maths).
This qualification will consolidate students’ mathematical understanding, build their confidence and competence in applying mathematical techniques to solve a range of problems and introduce them to new techniques and concepts that will prepare them for further study and future employment within a broad range of academic, professional and technical fields.
Methods of study:
Much of your work in lessons will be guided by the teacher and will be completing questions individually, although there will be some small group work within lessons. You should expect to complete approximately 2-3 hours of independent study outside of your lessons per week. This will mainly be completing further questions from the exercises, making revision notes from lessons and later in the course, completing past exam questions.
Course content:
The course focuses on applications of Mathematics. Topics include Analysis of data (including spreadsheets and tabular), Maths for personal finance and some useful applications of Statistics such as the normal distribution, probabilities and estimation and correlation and regression.
Methods of assessment:
There is no coursework or controlled assessment for this course. There are two written exam papers taken at the end of the course that are equally weighted as follows:
Paper 1 – Compulsory Content3.1 Analysis of data3.2 Maths for personal finance3.3 Estimation
Paper 2A – Statistics3.4 Critical analysis of given data and models (including spreadsheets and tabular)3.5 The normal distribution3.6 Probabilities and estimation3.7 Correlation and regression
Both are 1 hour 30 minutes and worth 60 marks, 50% of the final grade each. A scientific calculator or graphics calculator is allowed in each paper.
### Mathematics and Further Mathematics
A-Level Maths or Maths and Further Maths
Careers related to studying Mathematics:
If you choose to study Mathematics, you will develop your problem-solving skills as well as your ability to think logically. You will develop a high level of quantitative and numerical skills as well as statistical knowledge.
Mathematicians are typically strategic and their skills are valued by employers, making them highly employable. As a result, Mathematicians can be found in all sorts of careers and jobs.
You could consider the following careers:Finance (accountancy, banking, insurance, tax, actuary, pensions, risk management), a teacher or lecturer, operational researcher, computing, research scientist (Maths), a statistician, an engineer and other graduate jobs.
Course content:
A Level Mathematics covers topics from Pure Maths (66.6%), Statistics (16.6%) and Mechanics (16.6%).
In Pure Maths, you further develop your algebra skills, coordinate geometry work, knowledge of trigonometry, proof and sequences and series, as well as being introduced to exponentials and logarithms and also to Calculus; differentiation and integration and their applications.
Alongside pure maths, you will discover some applied Maths in the form of Mechanics (vectors, kinematics, moments, forces and Newton’s laws) and Statistics (sampling, interpreting data and diagrams, probability, statistical distributions and hypothesis testing).
Studying Further Mathematics covers all the content of A Level Mathematics but covers topics in extra depth as well as additional topics to make up a second A Level grade.
Entry requirements:
Mathematics is a sequential subject, with a progression of material and you will build on the knowledge you gained at GCSE. Therefore, you must have achieved at least a grade 6 in Mathematics at GCSE to study A Level Mathematics and at least a grade 7 if you want to study Further Mathematics.
Subject specific events:
You will be encouraged to enter Maths Challenges and supported if you want to gain teaching experience by helping in lower school Maths lessons. Past students have also attended masterclasses at the University of Liverpool which is something we recommend to enrich your knowledge.
Methods of study:
Much of your work will be completing questions individually, although there will be some small group work within lessons. You should expect to complete approximately 5 hours of independent study outside of your lessons per week. This will mainly be completing further questions from the exercises, making revision notes from lessons and completing past exam questions.
Methods of assessment:
There is no coursework or controlled assessment for A Level Mathematics. Although you will complete internal assessments throughout the two years alongside homework tasks, your final A Level grade will be determined solely via external exams taken at the end of the course.
Both Maths and Further Maths are assessed by students sitting 3 papers for each qualification. Each 2 hours long at the end of Year 13, all with a calculator.
### Chemistry
A-Level
Careers related to studying Chemistry:
If you choose to study Chemistry, you will follow a course divided into chemical topics, each contains different key concepts of chemistry. Once the key features of a chemical topic have been developed, applications are considered.
A qualification in chemistry can lead to careers in medicine, dentistry, pharmacy, engineering, materials science, pure and applied chemistry, teaching and many others.
Course content:
The OCR Chemistry A specification has been developed in consultation with the Royal Society of Chemistry, GlaxoSmithKline and many experienced teachers from centres throughout the country. The resulting course is divided into chemical topics, each containing different key concepts of chemistry. Once the key features of a chemical topic have been developed, applications are considered.
Topics of study include: atoms and reactions, the Periodic Table, the synthesis of new types of substance in organic chemistry and controlling pollution and the planet’s natural resources.
Entry requirements:
You must have achieved at least a grade 6-6 in Combined Science or grade 6 in Chemistry Triple Science.
Subject specific events:
As part of the course you will get the opportunity to develop your understanding of chemistry beyond the specification.
In recent years, student have taken part in nationwide competitions such as Young Analyst and the Chemistry Olympiad which expand upon existing knowledge and skills through practical analytical experiments.
Methods of study:
There are four lessons per week which are divided between two subject specialists. You should expect to complete approximately 4 hours of independent study outside of your lessons. The course is taught through a range of teaching and learning strategies including:
Developing knowledge and understanding of chemical concepts
Applying knowledge and understanding to new applications and situations
Developing your use of mathematical concepts
Developing your use of different types of scientific equipment
How to collect and evaluate data effectively
How to assess and minimise the risks associated with working with hazardous substances
Developing your ability to communicate both orally and in writing so you are able to put across your point of view as part of a balanced argument.
Methods of assessment:
Total of 6 hours of examinations (2 x 2 hours 15 minutes and 1 x 1 hour 30 minutes) taken at the end of the course.
A wide range of question types including multiple choice, short answer and extended response questions are included.
There will be opportunity to demonstrate your knowledge of both theory and practical skills through the examinations.
### Biology
A-Level
Careers related to studying Biology:
If you choose to study Biology, you will develop a comprehensive understanding of the many key processes that underpin life on Earth. From cell biology to extinction, students will study a variety of topics and global issues that affect our everyday lives. As a result, Biology students can be found in more or less every industry, filling a variety of roles – from medicine to conservation, or forensic science to accountancy.
You could consider careers in: medicine, zoology, scientific research, teaching, microbiology, dentistry and many more.
Course content:
An A level Biology course allows you to develop a number of important skills. Students will have the opportunity to demonstrate effective practical skills, including the collection and evaluation of experimental data. They will also gain experience in using ICT to research and communicate ideas on complex scientific concepts. Students will therefore work individually or in groups on a variety of different activities in lesson.
Entry requirements:
You must have achieved at least a grade 6-6 in Combined Science or grade 6 in Biology Triple Science.
Subject specific events:
As part of the course you will get the opportunity to experience different aspects of Biology away from the classroom.
In recent years, students have travelled to Liverpool University and had the chance to carry out practical activities related to DNA and genetics and also gained hands-on experience of ecological fieldwork skills.
Methods of study:
There are four lessons per week which are divided between two subject specialists. Teaching groups tend to be between eight and sixteen in number, and thecourse is taught through a range of teaching and learning strategies.
These strategies include group discussion (whole group, small group and pairs), practical skills, and research tasks. You will also prepare presentations (individual, paired or small group) and will report back on your findings.
Much of your work will be produced independently. However, there are frequent opportunities to share ideas either prior to, during or after written assignments. You should expect to complete approximately 4 hours of independent study outside of your lessons. This could include: reading, research, essay writing or other activities. In order for you to take full advantage of the course it is also recommended that you immerse yourself in the wider reading of any journals or texts that interest, inspire or intrigue you.
Methods of assessment:
AS level:
Two 90 minute exam papers, each worth 50% of the overall grade. Each paper will cover the following topics:
Biological molecules
Cells
Exchange
Genetics and variation
A level:
Three 120 minute papers, two papers worth 35% and one paper worth 30%. Each paper will cover the following topics (in addition to those above):
Biological molecules
Cells
Exchange of substances
Genetics and variation
Nervous system
Further genetics
Energy transfers
Evolution
### MATHS & SCIENCE
### Modern Foreign Languages
A-Level
Careers related to studying Languages:
If you choose to study a language A-level, you will develop comprehensive written and spoken communication skills in the target language.
As a result, students who have studied a language A-level have a vast array of career opportunities open to them, ranging from translating and interpreting to teaching or, most commonly, working with well-known multinational companies to international organisations or charities. There are exciting opportunities – often involving travel abroad – in almost every sector, including: manufacturing, sales, banking/finance, community/social services, and transport/communications.
Course content:
Through studying this course, you will develop your ability to analyse and evaluate, clearly structure arguments and make reasoned judgements, all of which are essential at university. The course involves an integrated study with a focus on language, culture, society, cinema and literature.
Entry requirements:
You must have sat higher tier for all GCSE papers in the language and achieved at least a grade 6.
Subject specific events:
You will be encouraged to take part in a range of enrichment activities, which are accredited through the Foreign Language Leaders Award.
You will also be invited to take part in an exciting trip to Barcelona and/or Paris, where you can gain first-hand experience of the culture whilst improving your linguistic skills.
Methods of study:
There are five lessons per week which are divided between three subject specialists. In addition, you will also receive 1:1 tuition from our Foreign Language Assistant to help improve your confidence and proficiency in speaking the target language. Teaching groups tend to be small, enabling highly personalised leaning, and the course is taught through a range of teaching and learning strategies. These strategies include group discussion, close reading and annotation of texts and the use of authentic audio/visual stimuli.
You should expect to complete approximately 5 hours of independent study outside of your lessons. This could include: listening and reading the target language, practising grammatical concepts, completing translations and essays or simply speaking in the target language. In order for you to take full advantage of the course, it is recommended that you immerse yourself fully in the target language in topics which interest, inspire or intrigue you, which are available at the click of a button.
Methods of assessment:
The course is a two-year program leading to the production of two components of work.
Paper 1 Listening, reading and writing (50%)
You will be assessed on your listening and reading comprehension (including summaries in the target language) and translation skills into the target language and English.
Exam time: 2.5 hours.
Paper 2 Writing (20%)
You will be assessed on your response to two essay questions (300 words each) on a film and book studied in class.
Exam time: 2 hours.
Paper 3 Speaking (30%)
You will be assessed on a 5 minute discussion of a stimulus card and a presentation and discussion of Individual Research Project (linked to the target language country).
Exam time: 21-23 minutes.
### English Literature
A-Level
Careers related to studying English Literature:
If you choose to study English Literature, you will develop comprehensive written and spoken communication skills, becoming adept at arguing a point, framing a narrative and analysing various levels of meaning. As a result, English Literature students can be found in more or less every industry, filling a variety of roles – from editor to academic, or legal advisor to manager.
You could consider careers in: media, publishing, journalism, teaching, advertising, marketing, PR, public sector, law or business.
Course content:
Through studying this course, you will increase your power of analysis and further your knowledge of the wonderful world of literature. You will study a number of literary texts from the three genres of drama, poetry and prose. The texts are taken from a range of time periods and will include both modern and pre-1900 texts. You will also develop the ability to express yourself in written and oral forms and to formulate opinions based on the ideas of others.
Entry requirements:
You must have achieved at least a grade 6 in English Literature at GCSE.
Subject specific events:
You will be encouraged and supported in entering a variety of related essay and/or story writing competitions, some of which offer prizes of up to £3000!
You will also take part in an exciting trip to London, where you can experience a wealth of modern literature events, as well as take in an authentic Shakespeare play within the majesty of The Globe theatre.
Methods of study:
There are five lessons per week which are divided between two subject specialists. Teaching groups tend to be between eight and sixteen in number, and thecourse is taught through a range of teaching and learning strategies.
These strategies include group discussion (whole group, small group and pairs), close reading and annotation of texts and the use of audio/visual stimuli. You will also prepare presentations (individual, paired or small group) and will report back on your findings.
Much of your work will be produced independently. However, there are frequent opportunities to share ideas either prior to, during or after written assignments. You should expect to complete approximately 5 hours of independent study outside of your lessons. This could include: reading, research, essay writing or other activities. In order for you to take full advantage of the course it is also recommended that you immerse yourself in the wider reading of any texts that interest, inspire or intrigue you.
Methods of assessment:
Component 1 Drama
You will study one Shakespeare play and one other from the categories of tragedy or comedy.Examination (30% of qualification)
Component 2 Prose
You will study two thematically linked texts, at least oneof which will be pre-1900. Examination (20% of qualification)
Component 3 Poetry
You will study poems from two published poetry texts, as well as unseen poetry.Examination (30% of qualification)
Component 4 Coursework
You will produce one assignment (2500-3000 words) comparing two texts of your choice.Internally assessed (20% of qualification)
### English Language
A-Level
Careers related to studying English Language:
If you choose to study English Language, you will develop comprehensive written and spoken communication skills, becoming adept at in depth analysis and crafting a variety of genres of writing. As a result, English Language students can be found in more or less every industry, filling a variety of roles – from editor to academic, or legal advisor to manager.
You could consider careers in: media, publishing, TV and radio, copywriting, events management, teaching, teaching English abroad, journalism.
Course content:
Through studying English Language at A Level you will have an opportunity to explore the remarkable way in which children are able to acquire language and how their environment impacts upon this process. There will also be opportunities for you to reflect upon the way in which the English language has developed over time and how it is used to create personal identities. Your independent research and analytical skills will be enhanced, during the course, as you embark upon your own language investigation.
Entry requirements:
You must have achieved at least a grade 5 in English Language GCSE.
Methods of study:
There are five lessons per week which are divided between two subject specialists. Teaching groups tend to be between eight and sixteen in number, and the course is taught through a range of teaching and learning strategies.
Methods of study (continued):
These strategies include group discussion (whole group, small group and pairs), close reading and annotation of texts and the use of audio/visual stimuli. You will also prepare presentations (individual, paired or small group) and will report back on your findings.
Much of your work will be produced independently. However, there are frequent opportunities to share ideas either prior to, during or after written assignments. You should expect to complete approximately 5 hours of independent study outside of your lessons. This could include: independent analysis, research, essay writing or other activities.
Methods of assessment:
Component 1 Language Variation
You will complete a written examination in which you will complete a written analysis/comparison of two 21st century texts (individual variation). You will also complete a comparative analysis of two different texts taken from two different periods (variation over time).This is externally assessed and is worth 35% of the total qualification.
Component 2 Child Language
You will complete a written examination in which you analyse some unseen data related to the topic that you have researched. This is externally assessed and is worth 25% of the total qualification.
Component 3 Investigating Language
20% of the overall qualification
Component 4 Crafting Language (coursework)
You will produce two pieces of original writing from the same genre differentiated by function. You will also create a commentary in which you reflect upon your original writing. This is internally assessed and is worth 20% of the qualification.
### ENGLISH & MODERN LANGUAGES
### History
A-Level
Careers related to studying History:
If you choose to study History, you will develop the ability to form a logical and coherent argument. You will also through your research become familiar with a wide variety of written sources both primary and secondary. As a result, History students are well sought after in a wide variety of careers.
You could consider careers in: media, law, teaching, journalism, publishing, public relations, banking and local government.
Course content:
Through studying this course, you will increase your knowledge of two key periods across a two hundred year period. You will study one period in breadth (Russia 1865-1964) where you will concentrate on the key events which shaped the development of modern Russia. You will also study one period in depth (Britain 1951-2007) which will give you the opportunity to explore specific issues during this exciting period in Britain.
Entry requirements:
If you have taken History at GCSE it would be expected that you have achieved at least a grade 5. A grade 4 in English Language would also be expected.
Subject specific events:
You will be invited to take part in extra-curricular trips to Edge Hill University and a visit to Belfast to explore some of the sites of 'the Troubles'. There are also opportunities to involve yourself in the debate society, attend virtual lectures to gain a wider context of the periods studied.
Methods of study:
There are five lessons per week which are divided between two subject specialists. Teaching groups tend to be between ten and eighteen in number, and thecourse is taught through a range of teaching and learning strategies.
These strategies include group discussion (whole group, small group and pairs), analysis of source material and comparison of the views of historians. You will also prepare presentations (individual, paired or small group) and will report back on your findings.
Much of your work will be produced independently. However, there are frequent opportunities to share ideas either prior to, during or after written assignments. You should expect to complete approximately 5 hours of independent study outside of your lessons. This is especially important during the personal investigation part of your course. During this phase you will be expected to read the works of historians, prepare to argue for and against their views and form your own conclusion.
Methods of assessment:
Component 1 Russia 1865-1964
Breadth study – you will study the history of Russia across a hundred year period. You will focus on the significant historical developments of the period. This is worth 40% of the A level.
Component 2 Britain 1951-2007
Depth study – You will study aspects of British history in depth including domestic and foreign policy. This is worth 40% of the A level.
Component 3 Personal Investigation
You will complete a personal investigation based on an issue of your own choosing around a central theme. You will compare the views of two historians and use primary sources to construct a piece of work no more than 4,500 words This is worth 20% of the overall grade.
### Geography
A-Level
Careers related to studying Geography:
Nationally, Geography is a popular subject and most students are attracted to study it because of the variety the course offers. You will cover a range of topics and come across many issues related to what is going on around you – migration, urban problems, natural hazards, freak weather occurrences, flooding and volcanoes / earthquakes.
You could consider careers in: management, administration, leisure, travel & tourism, education, professional and social services, business, finance, information services and scientific services.
Course content:
The new A Level Geography course provides all students with a dynamic, contemporary and exciting opportunity to engage in the world around them.
The two year, linear course is divided into four areas: Dynamic Landscapes, Dynamic Places, Physical Systems and Sustainability and Independent Investigation.
Entry requirements:
We expect students to have previously studied GCSE Geography and achieved a grade 6. Grade 5 students are also often considered.
Subject specific events:
As with GCSE Geography, the completion of fieldwork is essential to studying this subject. It allows you to experience the subject first hand and develop skills beyond the confines of the classroom.
During the course, four days of fieldwork is completed, i.e. an investigation of the Sefton Coast.In addition to this A-Level Geography students will have the opportunity to take part in a residential fieldtrip –either the Bay of Naples in Italy or Iceland.
Methods of study:
Students have five lessons each week, divided between two subject specialists. Teaching groups tend to be between eight and sixteen in number, and the course is taught through variety of teaching and learning strategies.
Students will complete a variety of tasks which will include discussion (small group and whole class), some formal note taking, investigation and research activities. As with Key Stage 4, students will develop their examination technique throughout the course though past question class and homework activities.
Students are expected to complete approximately 5 hours of independent study outside of normal lesson time at A-Level. This could include: reading, research, extended writing or other activities. For students to take full advantage of the course it is also recommended that students complete wider reading around the subject. There is an extensive e-library of relevant articles on the Geography College Shared Area.
Methods of assessment:
Paper 1 Dynamic Landscapes (30%)
Topics include Tectonic Processes and Hazards, Coastal Landscapes and Change, The Carbon Cycle and Energy Security and The Water Cycle and Water Insecurity.
Paper 2 Dynamic Places (30%)
Topics include Globalisation, Regenerating Places, Superpowers and Health, Human Rights and Intervention.
Paper 3 Synoptic paper
investigates the cross-curricular links between the topics covered in Paper 1 and 2.
Paper 3 (coursework) Independent investigation
An investigative report into an individual topic that can be related to any topic within the syllabus and should be approximately 3, 000 – 4,000 words.
### HUMANTIES
### Foundation Diploma
Careers related to studying BTEC Sport:
BTEC Sport will equip you with the necessary skills required for a range of sport related pathways from sports coaching to gym management or to studying sport at university and many more possible routes.
Many of our students progress on to employment or university to study sport related degrees such as teaching; physiotherapy; Sports Coaching; and Sport Science as well as other non-sport related fields.
Course content:
BTEC Sport Foundation Diploma is the equivalent to studying 1.5 A- Level’s. The course is for someone who has a real passion for Sport and Fitness. You will study using a mixture of academic, vocational and practical methods. In Unit 1 you will explore how the skeletal, muscular, cardiovascular and respiratory systems function and the fundamentals of the energy systems. In Unit 2 you will explore client screening and lifestyle assessment, fitness training methods and fitness programming to support improvements in a client’s health and well-being. In Unit 3 you will explore the knowledge and skills required for different career pathways in the sports industry. In Unit 4 you will examine the characteristics of effective sport or exercise leadership and be given the opportunity to demonstrate your own planning and delivery of a sport or exercise session.
Entry requirements:
You must have achieved at least a Grade 6 in PE at GCSE or Merit or above in BTEC Sport.
Methods of study:
Pass, Merit and Distinction are awarded based on the number of criteria met in each unit. There are five lessons per week which are taught by the PE staff based on their area of specialism within PE and Sport. The course is taught using a mixture of practical and theoretical strategies and this is related to the world of sport and students own sporting experiences wherever possible.
Strategies include group and individual presentations, practical diary logs, practical fitness tests, individual and team game sessions and the opportunity to coach younger children in a range of sports.
Methods of assessment:
Students will study 7 units of which 4 are mandatory. The remaining 3 units will be selected based on the strengths and needs of the class.
66% of the course is assessed via assignments set by the teacher.
44% of the course is externally assessed via a 1.5-hour exam and set task.
### NCFE Extended Diploma in Sport and Physical Activity
National Qualification in Professional Sports Coaching
This vocational course is devised by one of the leading specialists in world coaching. Offering direct job introductions into football coaching and the wider sports industry, students have the opportunity to study a National Qualification in Professional Sports Coaching.
Some of the many benefits of studying with David Campbell Soccer at Rainford High Sixth Form include:
Direct job opportunities are part of the course – UK and Worldwide
Open to males and females ages 16-19
100% success for jobs – for the last 6 years every student that applied received professional International contract (recent course statistic)
Based at state-of-the-art sports facilities
Visits to professional Football Clubs and sports events
Practical sessions and classroom lessons
Guaranteed weekly work placement opportunities
Can combine with ‘A’ levels or BTEC qualifications (available at selected venues)
Exit routes to higher education for the more academic students
Devised by ex-international footballer and UEFA Pro Licence Coach, David Campbell
Opportunity for international study visits
One of the highest retention, attainment and progression figures in the UK
Additional FA qualifications available
For more information, please visit: http://www.davidcampbellsoccer.com/
### SPORTS
### Music
A-Level
Careers related to studying Music:
Music is regarded highly by both universities and employers as it necessitates a wide variety of transferable and desirable skills. By studying A Level Music, you will be developing your imagination and creativity, self-expression and resilience, listening and analytical skills, diverse cultural and historical awareness and ability to work with and direct others.
Such skills can be used in many different study and career paths, but careers leading directly from the course are: performing, teaching, composing, recording and producing, sound engineering and media.
Course content:
During the course you will continue developing new skills in both performance and composition. You will also develop your analytical and aural skills by learning to listen to all genres of music in considerable depth. You will study music from the Western Classical tradition and learn how to recognise structure, form, instrumentation and compositional techniques, which have laid the foundations for contemporary musical genres. By contrast, you will also have the opportunity to explore and study other genres ranging from the beginnings of Jazz and Blues right up to the present day and the music of Muse and Labrinth.
Entry requirements:
Ideally, you will have a GCSE in Music at grade 5 or above. You may be considered if you have not taken GCSE Music but have passed Associated Board examinations on an instrument (approximately Grade 5) or you have considerable experience in a more contemporary field of music (eg pop/rock band, jazz, brass band etc)
Subject specific events:
You will be encouraged to take a lead role in performances throughout the course, including being part of the main show band. You will visit a variety of live concerts and rehearsals with leading professionals in the area and have the opportunity to take part in an Arts residential trip.
Methods of study:
Teaching groups are very practically based and usually small enough to ensure that you receive personal attention. You will be encouraged to work both collaboratively and independently on a variety of composition and performance tasks, allowing you the opportunity to develop techniques and explore ideas prior to your final examination work. You will also have regular aural and theory lessons and work together to analyse the set work strands and music from the areas of study.
You will be expected to practise regularly and will be offered one to one tuition (funded by the school) on an instrument of your choice.
Methods of assessment:
Component 1 Appraising Music
Examined by a written paper and divided into 3 sections
Listening questions following a CD based on aural and notation
Essay questions on set work strands (the operas of Mozart and piano music of Chopin, Brahms and Grieg)
Essay questions on 2 areas of study (chosen from pop music, music for media, music for theatre, jazz)
Component 2 Performance
Performance on an instrument(s) of your choice
Component 3 Composition
2 compositions for any instrument (following both a brief set by the exam board and a free choice)
### Media Studies
BTEC
Careers related to studying Media Studies:
If you choose to study Media Studies you will become competent in all elements of both creative and academic media. You will learn the elements involved in creating your own moving image and print products as well as how to analyse key media texts and how their construction targets a particular audience. You will also study the media from a theoretical perspective looking at key theories such as Postmodernism.
You could consider careers in media, publishing, journalism, teaching, advertising, marketing, PR, film and television.
Course content:
Through studying this course, you will increase your power of analysis and further your knowledge of several media formats and their key codes and conventions. You will learn how to critically analyse a range of media texts and look at how their construction is used to entice and manipulate its audience. You will then use this knowledge to create a range of successful media products.
Entry requirements:
You must have achieved at least a grade 5 in English Literature and a grade 5 in English Language at GCSE.
Subject specific events:
You will have the opportunity to take part in a scholarship scheme with Agent Marketing Academy. Agent is a cutting edge marketing company in Liverpool and taking part will allow you to get some real hands on experience of several facets of media marketing. As well as the opportunity to work with industry experts and gain valuable experience for your CV and UCAS application.
Methods of study:
There are five lessons per week which are divided between two subject specialists. Teaching groups tend to be between 20 and 25 in number, and the course is taught through a range of teaching and learning strategies.
These strategies include group discussion (whole group, small group and pairs), close reading and annotation of media texts and the use of audio/visual stimuli. You will also prepare presentations (individual, paired or small group) and will report back on your findings. You will also have to take part in a number of debates.
Much of your work will be produced independently. This includes all practical production work . You should expect to complete approximately 5 hours of independent study outside of your lessons. In order for you to take full advantage of the course it is also recommended that you immerse yourself in the wider viewing and reading of any media texts that interest, inspire or intrigue you.
Methods of assessment:
UNIT 1: Media representations
Learners will consider how different media representations are constructed by media producers, to create meaning, messages and values.
UNIT 4: Pre-production portfolio (coursework)
Learners study the requirements of planning and delivering a digital media product, carrying out essential pre-production tasks and creating a pre-production portfolio.
UNIT 6: Media Campaign (Coursework)
You will learn the building blocks of a successful marketing campaign. Students will then create a marketing campaign across 3 platforms to promote their film to the target audience.
UNIT 8: Responding to a commission (exam)
This unit considers the commissioning process and how media producers respond to clients by generating ideas using a range of skills.
UNIT 10: Film production (coursework)
This unit will focus on the process of producing a short narrative film or film extract.
Unit 14: Digital Publishing (Coursework)
Students will research the codes and conventions of digital publishing and create their own digital publishing product.
### Graphics
BTEC
Careers related to studying Graphics:
The BTEC Level 3 Graphics course qualifies for UCAS points equivalent to one and a half A levels and many students who successfully complete this course often go on to study the subject at Foundation level or gain direct entry onto Degree level courses, apprenticeships or the workplace.
Careers in this field include:
Graphic designer, illustrator, web designer, advertising, computer games designer, exhibition designer, creative art worker, product designer, packaging designer, architect, teacher
Course content:
The course will enable you to build a broad folder of work across a range of graphic design disciplines. This is particularly advantageous if you want to apply for a degree course. You will have the opportunity to work with professional designers on real externally set projects as well as developing your skills in areas of graphics that may include:
typography
layout
advertising
image manipulation
packaging
website design
illustration
branding
Entry requirements:
You must have achieved at least a level 5/Merit at KS4 in Design Technology or Art and Design.
Subject specific events:
Trips to local and national galleries and design related museums will be organised to broaden your experience of graphic design and put your studies into context.
Links will be made with industry allowing you to get an insight into working in this exciting sector.
Methods of study:
You will be encouraged to work imaginatively, creatively and independently at all times whilst exploring different graphic materials and techniques. Throughout your studies you will produce an extensive design portfolio addressing specific assessment criteria and this body of work will be invaluable support for university or employment interviews. Through a range of creative design and/or make activities you will:
develop your research and analysis skills as you study the work of current and influential designers and learn how to critically analyse their work
improve your understanding of planning, presenting and annotating your own work
respond to set tasks using both traditional and digital techniques as you develop 2D and 3D solutions
regularly review and reflect on your work and make plans for your own personal development
develop your skills and confidence in creating and presenting your work to others
Units/Methods of assessment:
3 x Mandatory units:
Visual Recording and Communication
Externally set task with 5 weeks preparation time Portfolio/Written response/3 hour supervised exam
Critical and Contextual Studies
Externally set task with 4 weeks preparation timeWritten response/3.5 hour supervised assessment
4 x Coursework Assignments:
The Creative Process
Internally assessed/Practical/Portfolio
Materials, Techniques and Processes in Art/Design
Internally assessed/Practical/Portfolio
Graphics Exploration
Internally assessed/Practical/Portfolio
3D Design Exploration
Internally assessed/Practical/Portfolio
You must complete the full two‐year programme of learning to achieve the qualification as it is the equivalent in size to one and a half A‐Levels.
### Fashion
BTEC
Careers related to studying Fashion:
The BTEC Level 3 Fashion course qualifies for UCAS points equivalent to one A level and many students who successfully complete this course often go on to study the subject at Foundation level or gain direct entry onto Degree courses or the workplace.
Careers in this field include:
Fashion Designer, Fashion Illustrator, Blogger, Fashion Journalist, Stylist, Costume designer, Buyer, Merchandiser, Fashion Magazine Editor, Trend Forecaster
Course content:
The course will enable you to build a broad folder of work across a range of Fashion design & promotion disciplines. This is particularly advantageous if you want to apply for a degree course. You will have the opportunity to work with professional people on real externally set projects as well as developing your skills in areas of Fashion that may include:
Fashion illustration
Fashion communication
Fashion promotion
Trend Prediction
Pattern cutting
Garment making
Fashion event management
Fashion photography & Styling
Textile construction & surface pattern
Entry requirements:
You must have achieved at least a C grade at GCSE in Technology or Art and Design.
Subject specific events:
Trips to local and national galleries and fashion related museums and events will be organised to broaden your experience and put your studies into context.
Links will be made with industry allowing you to get an insight into working in this exciting sector.
Methods of study:
You will be encouraged to work imaginatively, creatively and independently at all times whilst exploring different fashion materials, techniques and processes. Throughout your studies you will produce an extensive design portfolio addressing specific assessment criteria and this body of work will be invaluable support for university or employment interviews.
Through a range of creative design and/or make activities you will:
develop your research and analysis skills as you study the work of current and influential designers and learn how to critically analyse their work
improve your understanding of planning, presenting and annotating your own work
respond to set tasks using both traditional and digital techniques as you develop 2D and 3D solutions
regularly review and reflect on your work and make plans for your own personal development
develop your skills and confidence in creating and presenting your work to others
Methods of assessment:
3 x Mandatory units:
Visual Recording and Communication
Externally set task with 5 weeks preparation time Portfolio/Written response/3 hour supervised assessment (33%)
Critical and Contextual Studies
Externally set task with 4 weeks preparation time Written response/5 hour supervised assessment (25%)
The Creative Process
Internally assessed/Practical/Portfolio (25%)
1 x Specialist unit:
Fashion Materials, Techniques and Processes
Internally assessed/Practical/Portfolio (17%)
You must complete the full two‐year programme of learning to achieve the qualification as it is the equivalent in size to one A‐Level.
### Art and Design: Photography
A-Level
Careers related to studying Fine Art:
Whether you love photography, graphic design, painting or any other art-related specialty, career options are limited only by your imagination. Art education propels people towards creative and unexpected destinations – many of which have not even been discovered yet. Below is a link to the Student Art Guide’s extensive career suggestions within the arts.
www.studentartguide.com
Course content:
Photography A Level will introduce you to a variety of experiences exploring a range of photographic media, techniques and processes. Researching the work of other photographers and artists is an integral part of the investigating and making process. You will produce a sketchbook/workbook/journal to underpin your progress, documenting your research and recording the development of your own personal responses. You should be able to express ideas and link your intentions to outcomes in a confident and assured manner. There is an important written component to the coursework, which necessitates analysis of your own outcomes, making links and connections to other photographers, artists and practitioners.
Entry requirements:
You must have achieved at least a 5 grade at GCSE in Photography, Fine Art or 3D Studies. It is advisable to own, or have access to a DSLR camera.
Subject specific events:
You will take part in excursions and trips, visiting galleries and attending events where you will enrich your experience of a wide variety of photography and artwork at first-hand.
Methods of study:
There are five lessons per week which are divided between two subject specialists. Teaching groups tend to be between ten and fifteen in number, and the course is taught through a range of teaching and learning strategies. Students will be expected to undertake a minimum of five further hours of extended study in their own time.
Component 1 is teacher directed with students encouraged to follow their own individual directions within broad outlines from set starting points. You will be guided to ensure each of the four Assessment Objectives are comprehensively addressed, and will be given on-going and constant feedback that will allow you to refine and develop your working practices, enabling you to meet your full creative potential.
You will have access to a wide range of high-quality DSLR cameras and a fully equipped photography studio. Industry standard iMacs and Adobe Creative Suite software are available for development and processing of your work.
Methods of assessment:
The course is a two-year program leading to the production of two components of work.
Component 1 is the development of an extensive portfolio of your artwork, internally set, assessed by the course teaching staff and externally moderated. This component incorporates three major elements:
supporting studies, practical work and a personal study.
This forms 60% of the overall A level grade.
The personal study will be evidenced through critical written communication showing contextual research and understanding in a minimum 1000 words of continuous prose, which may contain integrated images and is worth 12% of Component 1.
Component 2 is externally set by the examining board and forms 40% of the overall A level grade, culminating in a 15 hour timed exam.
### Fine Art
Careers related to studying Fine Art:
Whether you love painting and drawing, photography, graphic design, or any other art-related specialty, career options are limited only by your imagination.Art education propels people towards creative and unexpected destinations – many of which have not even been discovered yet. Below is a link to the Student Art Guide’s extensive career suggestions within the arts.
www.studentartguide.com
Course content:
A level Fine Art is a subject for students who take real pleasure in the visual world. It will enable you to develop an understanding of all things visual, whilst learning traditional drawing and painting skills as well as new media techniques and theoretical terms. You will be encouraged to look at a broad range of artists and to review and critique your own work in relation to the artists you have studied. You will produce sketchbooks/a portfolio to underpin your progress, documenting your research and recording the development of your own personal responses. You should be able to express ideas and link your intentions to outcomes in a confident and assured manner. There is an important written component to the coursework, which necessitates analysis of your own outcomes, making links and connections to other artists, craftspeople and practitioners.
Entry requirements:
You must have achieved at least a C grade at GCSE in Fine Art, Photography or 3D Studies.
Subject specific events:
You will take part in excursions and trips, visiting galleries and attending events where you will enrich your experience of a wide variety of artworks first-hand.
Methods of study:
There are five lessons per week, which are divided between at least two subject specialists. Teaching groups tend to be between ten and fifteen in number, and the course is taught through a range of teaching and learning strategies. Students will be expected to undertake a minimum of five further hours of extended study in their own time.
Component 1 is teacher directed with students encouraged to follow their own individual directions within broad outlines from set starting points. You will be guided to ensure each of the four Assessment Objectives are comprehensively addressed, and will be given on-going and constant feedback that will allow you to refine and develop your working practices, enabling you to meet your full creative potential.
Should you choose to develop digital aspects of your artwork, you will have access to a wide range of high- quality DSLR cameras and Adobe Creative Suite software.
Methods of assessment:
The course is a two-year program leading to the production of two components of work.
Component 1 is the development of an extensive portfolio of your artwork, internally set, assessed by the course teaching staff and externally moderated. This component incorporates three major elements: supporting studies, practical work and a personal study. This forms 60% of the overall A level grade.
The personal study will be evidenced through critical written communication showing contextual research and understanding in a minimum 1000 words of continuous prose, which may contain integrated images and is worth 12% of Component 1.
Component 2 is externally set by the examining board and forms 40% of the overall A level grade, culminating in a 15 hour timed exam.
### CREATIVE ARTS
### Criminology
Level 3 Applied Certificate and Diploma Criminology
Careers related to studying Criminology:
This course is ideal for anyone who wishes to pursue a career in Criminology and also provide an excellent basis to anyone wishing to pursue a career within Social Work, Mental Health, the Police Force, Customs and Immigration, Prison Services, Court Services, Security Services, the NHS, Education and Youth and Community Services. This course can also provide a natural route into Higher Education to study at degree level in a variety of areas such as Criminology, Sociology, Criminal Justice, Psychology and Forensic Science.
Course content:
Criminology is one of the most popular undergraduate courses chosen by students at university. It is a Level 3 Applied Certificate (Year 1) and Diploma (Year 2) which will prepare you for university should you wish to undertake this subject at degree level.
Criminology is the scientific study of crime and criminals. The discipline looks at the many reasons why a person commits a crime, and by understanding what motivates individuals to commit crimes, we can develop techniques to control crime in society and rehabilitate criminals.
This is a new course aimed at developing your knowledge and understanding of a wide range of crimes and work done in the criminal justice system. The course incorporates elements of psychology, law and sociology, covering a wide variety of crime-related topics including biological and sociological theories of criminality, processes used for law making and media representations of crime, amongst others.
Course outline:
Year 12:
Unit 1 – Changing Awareness of Crime
You will explore how crime reporting affects the public perception of crime and criminals. You will then go on to study how campaigns are used to bring about change and plan a campaign of your own.
Unit 2 – Criminological Theories
You will discover and assess all the theories that have been put forward to explain why crime occurs.
Year 13:
Unit 3 – Crime Scene to Courtroom
You will gain an understanding of the process of criminal investigations. You will then go on to learn about the prosecution of suspects and be able to review criminal cases.
Unit 4 – Crime and Punishment
You will study every aspect of the criminal justice system and the types and purposes of punishment in England and Wales.
Subject specific events:
Our highly skilled staff provide full enrichment and enhancement activities both within and outside the classroom to further stretch the students. This could include visits to the local courts, guests speakers and also an international trip.
Methods of assessment:
The course is divided into 4 units and therefore it is a modular structure. You will be assessed at the end of every unit. There are opportunities for assessment in December and May of each academic year.
Units 1 and 3 are internally assessed by your teachers in examination conditions on computers. Units 2 and 4 are both examined through a 90 minute external written paper.
Units 1 and 2 lead to an Applied Level 3 Certificate in Criminology, worth 50% of the final Applied Level 3 Diploma.
Successful completion of the 4 units, over the 2 years, leads to the
Applied Level 3 Diploma, which is equivalent to an A-level, graded A * to U like an A level and carries the same UCAS points.
Examining Board – WJEC (EDUQAS).
Entry requirements:
A minimum of 3 x Grade 5’s and 2 x
Grade 4’s at GCSE including a Grade 5 in English Language.
Methods of study:
There are four lessons per week with your subject specialist teacher and a period of supervised study. frequent opportunities to share ideas either prior to, during or after written assignments. You should expect to complete approximately 5 hours of independent study outside of your lessons.
Taught by: Miss M Donovan
BA (Hons) Criminology and Criminal Justice ( Edge Hill University)
MA Politics and Mass Media (University of Liverpool)
### Psychology
A-Level
Careers related to studying Psychology:
If you choose to study Psychology, you gain an understanding of the way people think and act. You will learn a variety of skills including analytical thinking and problem solving. Psychology is a diverse subject that can be applied to many different professions and careers, as a result Psychology students work in many different industries.
Psychology itself contains many specialties such as Sports, Forensics and Clinical Psychology. However careers such as marketing business development, journalism, teaching, police, social work, nursing etc all view Psychology favourably.
Course content:
Psychology is an exciting subject which covers a range of diverse topics. Psychology is defined as ‘The Science of Mind and Behaviour’. The Psychology course offers an engaging and effective introduction to Psychology. Throughout your studies you will develop a range of skills that are valued by universities and employers such as critical analysis, independent thinking and research.
Entry requirements:
You must have achieved at least a grade 6 in GCSE English Language and Mathematics. You should also be proficient in Science.
Subject specific events:
You will be encouraged and supported in entering a variety of related essay writing competitions.
You will take part in a trip to the local university to see how Psychology can advance your life at degree level.
You will also be offered the opportunity to take part in a workshop on phobias.
Methods of study:
There will be five taught lessons per week.
The course is taught through a range of teaching and learning strategies. These strategies include group discussion (whole group, small group and pairs), close reading, scan reading, and examination practice. You will prepare presentations (individual, paired or small group) and report back on your findings. You will also complete independent investigations on the topics covered in class, this will involve primary research and statistical analysis of your findings.
Much of your work will be produced independently. However, there are frequent opportunities to share ideas either prior to, during or after written assignments. You should expect to complete approximately 5 hours of independent study outside of your lessons. This could include: reading, research, essay writing or other activities. In order for you to take full advantage of the course it is also recommended that you immerse yourself in the wider reading of any suggested reading from your Tutor and from the Psychology Discovery list.
Methods of assessment:
The course is a two-year program and consists of the following assessments:
Paper 1 Introductory Topics in Psychology:
You will study Social Influence, Memory, Attachment and Psychopathology. You will be assessed by a 2 hour written exam at the end of your second year which will be worth 33.3% of the total A-level marks.
Paper 2 Psychology in Context:
You will study the different approaches in Psychology, Biopsychology and Research Methods. You will be assessed by a 2 hour written exam at the end of your second year which will be worth 33.3% of the total A-level marks.
Paper 3 Issues and Options in Psychology:
You will study topics such as Issues and debates in Psychology, Relationships, Eating Behaviour, Schizophrenia, Aggression and/or Forensic Psychology. You will be assessed by a 2 hour written exam at the end of your second year which will be worth 33.3% of the total A-level marks.
### Health & Social Care
Extended Diploma
Careers related to studying Health and Social Care:
If you choose to study Health and Social Care, you will understand how the care sector impacts on health care and the responsibilities of care practitioners in order to meet the rights of service users. Health and Social Care students can be found in more or less every care industry ranging from nursing and midwifery to counselling and reflexology.
You could consider careers in: acupuncture, nursing, midwifery, osteopathy, teacher, social work and many more.
Course content:
Through studying this course, you will increase your power of knowledge and analysis of how the health care system is structured. You will also develop the ability to express yourself in written and oral forms and to learn how to apply your knowledge to the exam and coursework components of the course.
Entry requirements:
You must have achieved at least a grade 4 in GCSE English Language.
Subject specific events:
You will be encouraged and supported in completing enrichment in a placement to add value to your skills and knowledge.
Methods of study:
There are five lessons per week which are divided between a coursework unit and an exam in Year 12 and the same for Year 13. Teaching groups tend to be small, and the course is taught through a range of teaching and learning activities.
These strategies include group discussion (whole group, small group and pairs), close reading and scan reading. You will also prepare presentations (individual, paired or small group) and will report back on your findings. You will regularly have class debates and have a chance to voice your opinions.
Much of your work will be produced independently. However, there are frequent opportunities to share ideas either prior to, during or after written assignments. You should expect to complete approximately 5 hours of independent study outside of your lessons. This could include: reading, research, or other activities. In order for you to take full advantage of the course it is also recommended that you immerse yourself in the wider reading of any suggested reading from your Tutor and from the Social Sciences Discovery list.
Methods of assessment:
Two portfolios and two exams
You will have two exams in Y12 and complete two portfolios in Y13.
### SOCIAL SCIENCES
### Politics
A Level
Careers related to studying Politics:
Lively, relevant, controversial… there are many ways to describe A-level Politics. There’s no denying that it’s one of the most interesting and engaging qualifications you can choose.Covering news and current affairs from the UK and US, it helps you understand how the UK country is run and develops research, written communication and debate skills. It also helps grow your confidence.It’s ideal if you’re considering a career in politics, sociology, ethics, advertising or journalism at university and is highly regarded by employers in industries including politics, international organisations, the media, government and the civil service.
Course content:
Paper 1 : Government and Politics of the UK
Paper 2: Government and Politics of the USA
Paper 3: Political Ideas
Entry requirements:
Politics favours those with good English skills as the approach is very academic. You will have achieved at least a grade 5 in English Language. History is also desirable.
Subject specific events:
Subject trip to London to visit the houses of parliament and visits from local councillors to give talks on aspects of local politics.
Methods of study:
There are four lessons per week with your subject specialist teacher and a period of supervised study. Teaching groups tend to be between ten and twelve in number, and the course is taught through a range of teaching and learning strategies. These strategies include group discussion (whole group, small group and pairs), analysis of source material and comparison of the political stuctures and philosopies. You will also prepare presentations (individual, paired or small group) and will report back on your findings. Much of your work will be produced independently. However, there are frequent opportunities to share ideas either prior to, during or after written assignments. You should expect to complete approximately 5 hours of independent study outside of your lessons.
Methods of assessment:
All three units are assessed via formal examination each of which is 2 hours long and worth 77 marks. Each unit is equally weighted for final results. Politics A-Level
### Law
Careers related to studying Law:
There are numerous career opportunities available to a person with qualifications in law. You may train to be a Barrister, Solicitor or a Chartered Legal Executive through the apprenticeship scheme. Local Government, Education, NHS, Police, Crown Prosecution and Businesses all value employees with a legal background, as you will have excellent problem solving skills, research and communication skills, and the ability to provide advice and guidance on the interpretation and application of the law in day-to-day situations.
COURSE CONTENT:
Studying Law provides students with valuable transferable skills, for example reasoning, analytical skills and problem solving skills through the application of legal rules, together with an understanding of legal method and reasoning. As part of your Eduqas syllabus, you will complete three exam papers at the end of year 13. These follow three components;
Component 1: The Nature of Law and the English Legal System
Component 2: Substantive Law in Practice (Law of Tort, Criminal Law and Human Rights Law)
Component 3: Perspectives of Substantive Law (Law of Tort, Criminal Law and Human Rights Law)
The content is as follows:
YEAR 12
The Nature of Law and the English Legal System: you will focus on the knowledge and understanding of the English legal system, primary and secondary sources of law, and how laws are used by judges in making decisions. You will also develop your knowledge of the criminal justice system, civil justice system and relevant legal personnel and legal funding.
Criminal Law: You will focus on the knowledge and understanding of the criminal legal system, rules and principles. You will learn the substantive law of fatal and non-fatal offences, property offences and relevant defences and how to apply their legal rules to given scenarios. You will also learn how to analyse and evaluate legal issues, gathering different perspectives and contrasting clear, persuasive and logical legal arguments.
YEAR 13
Human Rights Law: you will focus on the knowledge and understanding of Human Rights Law, including protection of rights and freedoms in the UK, the specific provisions of the European Convention on Human Rights and restrictions put in place on these rights. You will also learn about enforcement of the ECHR as well as proposals for reform. You will learn how to apply Human Rights Law to scenario questions, as well as learn to critically analyse and evaluate this area of the law.
The Law of Tort: You will focus on the knowledge and understanding of the legal rules and principles relating to the Law of Tort. You will learn substantive perspectives on law, such as liability in negligence, occupier’s liability, torts connected to land and vicarious liability. You will also learn relevant defences and remedies in Tort Law and learn how to apply substantive law to different scenarios. You will also learn how to analyse and evaluate the different aspects of Tort Law.
Entry requirements:
You must have achieved at least 5 GCSEs at grade 4 or above, including at least a grade 4 in English Language. You must have passion and the enthusiasm for studying Law as a subject as it is very challenging topic. You must be prepared to read extensively and participate fully in all aspects of teaching and learning, throughout the two-year study period.
Subject specific events:
You will have the opportunity to expand your learning beyond the classroom during visits to the Local Magistrates and Crown Courts and perhaps by participating in a Mock Trial competition as well as possible visits to the Houses of Parliament and the Scottish and Welsh Assemblies.
Where does it lead?
Study at year 12 and 13 provides a useful background for the further study of Law either as the main subject or subsidiary part of a degree, foundation degree or for the many professional qualifications which have a law component.
Methods of study:
Teaching groups tend to be between ten and eighteen in number, and the course is taught through a range of teaching and learning strategies. These strategies include group discussion (whole group, small group and pairs), analysis of legal scenarios and evaluation of different legal principles. You will also prepare presentations (individual, paired or small group) and will report back on your findings. Much of your work will be produced independently. However, there are frequent opportunities to share ideas either prior to, during or after written assignments. You should expect to complete approximately 5 hours of independent study outside of your lessons. You will be expected to read around the subject and keep up-to-date with new legal developments.
Methods of assessment:
All assessment for the course is through 100% written examination.
### Economics A-Level
Careers related to Econimics:
There are numerous career opportunities available to a person with qualifications in Economics. Once completed this course will lead onto a degree Level qualification in Economics with careers as diverse as Chartered Accountant, Data Analyst, Forensic Accountant and Economist.You will develop the knowledge and skills needed to understand and analyse data, think critically about issues and make informed decisions.You will also build upon your quantitative skills and appreciate that, when evaluating arguments, both qualitative and quantitative evidence are important.
Methods of study:
There are four lessons per week with your subject specialist teacher and one supervised study session. Teaching groups tend to be between ten and twelve in number, and the course is taught through a range of teaching and learning strategies. These strategies include group discussion (whole group, small group and pairs) you will also be expected to analyse data and draw conclusions from your analysis. You will also prepare presentations (individual, paired or small group) and will report back on your findings. Much of your work will be produced independently. However, there are frequent opportunities to share ideas either prior to, during or after written assignments. You should expect to complete approximately 5 hours of independent study outside of your lessons.
Course content:
Paper 1: Markets and Market Failure
Paper 2: National and International Economy
Paper 3: Econimic Principals and Issues.
Methods of assessment:
All three units are assessed via formal examination each of which is 2 hours long and worth 80 marks. Each unit is equally weighted for final results.
Entry requirements:
You must have achieved at least a grade 5 in Mathematics. You must have passion and the enthusiasm for studying Economics as a subject as it is very challenging topic. You must be prepared to read extensively and participate fully in all aspects of teaching and learning, throughout the two-year study period.
### Business Studies
BTEC
Careers related to studying Business:
If you choose to study Business studies, it will give you a clear introduction into the way a business operates. You will learn about the challenges and issues of businesses and comparing and contrasting various business', managing an event, personal and business finance, investigating customer service, recruitment and selection, and marketing campaigns, so you will walk away with an excellent level of business knowledge.
You could consider careers in: Marketing, Management, Finance, Banking, ICT, Recruitment, Human Resources and Sales.
Course content:
Through studying this course, you will increase your power of knowledge and analysis and further your knowledge in how businesses are run. The 3 units you study in Year 12 are Exploring Business, Personal and Business Finance and Recruitment and Selection. In Year 13 you will manage and run an event, undertake an exam on Developing a Marketing Campaign and Investigating customer service.
Entry requirements:
Business Studies favours those with good mathematic and English skills as the approach is very academic.You will have achieved at least a grade 4 in both English and Maths.
Subject specific events:
You will be encouraged and supported in entering a variety of work experience opportunities and you will also take part in the running of charity events.
Methods of study:
The course is taught through a range of teaching and learning strategies, but the majority of the course is independent study.
These strategies include group discussion (whole group, small group and pairs), close reading and scan reading. You will also prepare presentations (individual, paired or small group) and will report back on your findings. You will also complete a lot of independent study for all assignments.
You should expect to complete approximately 5 hours of independent study outside of your lessons. This could include: reading, research, essay writing or other activities. In order for you to take full advantage of the course it is also recommended that you immerse yourself in the wider reading of any suggested reading from your Tutor and from the discovery list.
Methods of assessment:
Two units are internally assessed as exams, 3 units are coursework based and 1 unit is based on the formal organisation and completion of an event, as well as a supporting documentation. Overall, you will achieve either a pass, merit, distinction or a distinction*, as these give you the same UCAS points as their A Level equivalent.
### BUSINESS & LAW
### COURSES
### Application information
Fields marked with an * are required
Hello and Welcome!
We are delighted that you are considering Rainford High Sixth Form as a place to further your studies and your aspirations.
Rainford High ‘internal’ students will be invited to a trial day here, and paperwork will be completed on this day, regarding subjects that you would like to study in sixth form. No further action is required by you – Enrolment is on GCSE results day.
Any students applying from other schools should complete an application form below. You can also contact g.rice@rainford.org.uk if you would like to come in for a ‘look around’ and a chance to meet the team.
Again, no further action is required, your application will be held on file pending sixth form enrolment which is on GCSE Results Day from 8am until noon.
Application Form
### Sixth Form Application
Hello! Thank you for considering Rainford High Sixth Form as your next step in education. We would love to share with you the fantastic opportunities we have to offer. Please feel free to contact us to arrange a visit or simply have a chat about your options. After receiving our best ever results this summer, with 55% of our students achieving A*-B grades, we are keen to build on that success with you!
Enrolment here is on GCSE results day Thursday 21st August, external applicants will need to bring their GCSE results with them please.
Please contact our Sixth Form Student Services Manager to book a visit or if you have a query. She will be happy to direct you to the right person.
Gaynor Rice
Sixth Form Student Services Manager
Tel - 01744 887344Email - g.rice@rainford.org.uk
INFORMED CHOICES - POST 16 EDUCATION
Visit the Informed Choices website here.
Transport Links
Bus Routes
###
### What is GDPR?
General Data Protection Regulation
The General Data Protection Regulation (GDPR) is Europe’s framework for data protection laws which came into force on 25th May 2018. Even though the UK is no longer a member of the European Union, the GDPR will remain in force in the UK for the foreseeable future.
These regulations affect businesses, public sector organisations and schools and control how they handle the personal information of their customers, or in schools it’s parents, students and staff.
What are your rights?
Right to be informed – all schools must be transparent in how they are using personal data.
Right of access – you have the right to access and receive a copy of your personal data, commonly referred to as a subject access request.
Right of rectification – you have the right to request that we rectify any incorrect or incomplete personal data.
Right to erasure – often referred to as the right to be forgotten, in certain circumstances individuals can request their personal data is erased.
Right to restrict processing – in certain circumstances you have the right to request the restriction or suppression of your personal data.
Right to object – in some circumstances, individuals are entitled to object to their personal data being used.
Right to data portability – allows individuals to receive their personal data in a commonly used format and have it transferred to another school without hindrance.
Where we have been required to ask for your consent to use the data that we hold on your child, you have the right to withdraw that consent.
How is school data used?
The following documents outline important information for staff, students, parents and other stakeholders relating to how we use the personal data we collect.
Data Protection Policy February 2022
Privacy notice for students
Pupil Privacy Notice February 2022
Privacy notice for parents
Parent Privacy Notice February 2022
Privacy notice for staff
Workforce Privacy Notice February 2022
Privacy notice for visitors
Visitor Privacy Notice February 2022
Privacy notice for individual contracts
Individuals Contracts Privacy Notice February 2022
The school has an appointed Data Protection Officer (DPO), HY Education, who can be contacted in writing at HY Education, 3 Reed House, Hunters Lane, Rochdale, OL16 1YL or by telephone on 0161 543 8884 or by email (DPO@wearehy.com). The DPO is responsible for dealing with data protection issues within the school and you can contact the DPO should you wish to discuss any issues or concerns that you have about data protection.
### Key dates
January 2025
06/01/2025
Staff INSET day - Sixth form closed to students
07/01/2025
Reopen after Christmas holidays
21/01/2025
Y12 Employ day 3 Employers & apprenticeship
February 2025
11/02/2025
Y12 Mental Health 1st aid course 1
12/02/2025
Y12 Mental Health 1st aid course 2
13/02/2025
Y13 Parents evening (face to face)
14/02/2025
Evening of close for February half term
24/02/2025
Reopen after February half term
March 2025
April 2025
03/04/2025
Evening of close for Easter holiday
04/04/2025
Staff INSET day - Sixth form closed to students
22/04/2025
Reopen after Easter holiday
24/04/2024
Y12 Employ day 4 TBC
30/4/25
A-Level Fine Art & Photography
May 2025
1/5/25
A-Level Fine Art & Photography
2/5/25
A-Level Fine Art & Photography
05/05/2025
May Bank Holiday - sixth form closed
08/05/2025
Y13 Awards Evening
12/05/2025
A Levels commence 12th May until 24th June
15/05/2025
Y12 Revision & Progression Evening
17/05/2025
UCAS student finance deadline
23/05/2025
Evening of close for May half term
June 2025
02/06/2025
Reopen after May half term
05/06/2025
Y12 Employability Day 5 - UCAS registration
23/06/2025
Y12 Awards Evening
23/06/2025
Y12 Mocks 23rd June – 11th July
25/06/2025
Oxbridge Residential TBC
26/06/2025
Oxbridge Residential TBC
26/06/2025
Staff INSET day - Sixth form closed to students
30/06/2025
Deadline: UCAS Firm & Insurance
July 2025
21/07/2025
Y12 Work Experience
23/07/2025
Evening of close for summer
September 2025
01/09/2025
Staff INSET day - Sixth form closed to students
02/09/2024
Staff INSET day - Sixth form closed to students
03/09/2024
Y12 Induction day
04/09/2024
Y13 Return
26/09/2024
Staff INSET day - Sixth form closed to students
October 2025
24/10/2025
Evening of close for October half term
November 2025
03/11/2025
First day of Term
20/11/2025
Staff INSET day - Sixth form closed to students
December 2025
19/12/2025
Evening of close for Christmas
January 2026
05/01/2026
Staff INSET day - Sixth form closed to students
06/01/2006
First day of Term
February 2026
13/02/2026
Evening of close for February half term
6/01/2006
First day of Term
March 2026
26/03/2026
Evening of close for Easter
April 2026
13/04/2026
First day of Term
May 2026
04/05/2026
May Bank Holiday - 6th Form Closed
22/05/2006
Evening of close for May half term
June 2026
01/06/2026
First day of Term
July 2026
17/07/2026/2026
Evening of close for Summer Holiday
### Our dedicated staff
Rainford Sixth Form’s personalised and individual support programmes are made possible due to a sizable, dedicated and experienced team of staff. Lead by the Learning Leader Y12 & Y13 and supported by the Director of Post-16 Development and Pastoral Manager, the team of Tutors are on hand every day to provide support and guidance. Every Y12 student receives daily support from a form tutor, but additional intervention can be provided to both Y12 and Y13 students upon request from a one-to-one Support Tutor.
As well as receiving exceptional, bespoke academic and pastoral support, all students are provided with one-to-one advice and guidance on their individual progression options and career decisions.
Senior Sixth Form Team
Claire Fawley
Learning Leader 12 & 13
c.fawley@rainford.org.uk
Mark Pendlebury
Senior Pastoral Manager
m.pendlebury@rainford.org.uk
Tom Beetles
Work Experience & Post 16 Tutorial & Enrichment
t.beetles@rainford.org.uk
Jen Hird
UCAS Coordinator
j.hird@rainford.org.uk
Jane Harrison
Support Tutor
j.harrison@rainford.org.uk
Nyssa Graham
Support Tutor
n.graham@rainford.org.uk
Helen Geoghagen
Support Tutor
h.geoghagen@rainford.org.uk
Gaynor Rice
Sixth Form Student Services Manager
g.rice@rainford.org.uk
Form Tutors – Year 12
D. Williams
Form Tutor
d.williams@rainford.org.uk
S. Poole
Form Tutor
s.poole@rainford.org.uk
L. Wall
Form Tutor
l.wall@rainford.org.uk
R. Calderbank
Form Tutor
r.calderbank@rainford.org.uk
M. Robinson
Form Tutor
m.robinson@rainford.org.uk
S. Kidd
Form Tutor
s.kidd@rainford.org.uk
Support Tutors
E. Belford
Support Tutor
e.belford@rainford.org.uk
H. Dack
Support Tutor
h.dack@rainford.org.uk
H. Geoghegan
Support Tutor
h.geoghegan@rainford.org.uk
J. Harrison
Support Tutor
j.harrison@rainford.org.uk
L. Wilkinson
Support Tutor
l.wilkinson@rainford.org.uk
N. Graham
Support Tutor
n.graham@rainford.org.uk
S. Smyth
Support Tutor
s.smyth@rainford.org.uk
V. Ellingham
Support Tutor
v.ellingham@rainford.org.uk
### Rainford Alumni
With over 50 years of success in providing Post 16 education to our students, Rainford High Sixth Form is proud to be able to celebrate decades of achievements. Our students leave us to pursue a range of Higher Education and apprenticeship options, leading them onto some fantastic careers. From doctors to lawyers, from engineers to actors, Rainford High Sixth Form is proud to have such talented and successful alumni to look back upon.
DID YOU STUDY AT RAINFORD?
If you were a student at Rainford High Sixth Form and would like to share your story, please get in touch. We would love to hear from you!
LUCY HARRISON
Lucy studied Maths, Further Maths, Chemistry, Physics and EPQ whilst at Rainford Sixth Form and achieved an A* in all subjects. She then went on to study Physics at the University of Birmingham.
Lucy says of her time at Rainford High Sixth Form…
I absolutely loved my time at Rainford, and the open-door policy really helped when trying to understand the most difficult concepts at A-level, especially in the lead up to exams. The atmosphere was always very friendly and the support from both the Sixth Form staff and the teachers was incredible throughout the whole of my two years there. In addition to this, the trips such as the CERN trip consolidated my knowledge and were a great experience.
NATHAN KELLY
Nathan studied Mathematics, Philosophy and Ethics and History whilst at Rainford, gaining two As and two A*s. He also achieved an A* in his Extended Project qualification and General Studies. Nathan went on to study Philosophy, Politics and Economics at the University of Durham.
Nathan says of his time at Rainford High Sixth Form…
When I think of my time at Rainford, I feel no tinge of regret, I am left with an overwhelming sense of gratitude. Support was a constant, including issues such as university applications and exams. If the metaphor of a Sixth Form being a springboard to university and adult life were to be one in which I indulged, I could only conclude Rainford to have the firmest springs of all.
ALANYA HERBERT
After leaving Rainford with three A levels in Philosophy & Ethics, Maths and Biology, Alanya went straight into a full-time Traineeship in Design & Civil Engineering for one of the UK’s largest housing developers. This involves dealing with the design of external infrastructures that are essential for residential areas such as roads, sewers, services (gas, water and electric), whilst also assessing these works as they progress on site.
Currently alongside employment, Alanya attends college one day a week to study towards a Higher National Certificate in Civil Engineering. This will lead on to attend university and Alanya will study towards a degree, having all student costs funded by the company.
Alanya says of her time at Rainford High Sixth Form…
All of the staff at Rainford were very supportive and always appreciated students for their hard work and effort – not just for the grades that they achieved.
LIAM KING
In his final year at Rainford, Liam combined his academic studies of Business Studies, Food Technology and History with the development of his technical skills whilst training to be a chef during his spare time. Within 8 months, Liam had progressed from trainee to restaurant proprietor. After achieving his A-Levels, Liam secured a higher apprenticeship with Stockport Council. Liam’s role involved working with young people in order to develop their employability skills, securing them apprenticeship positions. In September 2016, Liam was chosen from a pool 40,000 applicants to achieve a Business Consultancy position with Deloitte, the world’s largest professional services organisation, within their London based practice.
Liam says of his time at Rainford High Sixth Form…
Everybody can succeed but they’ve got to want to, and everybody wants to succeed in something. Without support, success cannot occur. Rainford supported me in the pursuing of my goals, whether they were academic or non-academic. This continued long even after I had left the Sixth Form.
WILL FAIRHURST
Will studied BTEC Sport, A Level ICT, A Level Media and A Level Business. After leaving Sixth Form, he secured an apprenticeship as an IT/Operations Technician at GPW Recruitment, a recruitment agency based in St Helens. As part of his apprenticeship training Will is currently working toward Level 3 Diploma in IT Users with St Helens Chamber of Commerce and will become permanent member of staff upon completion.
Will says of his time at Rainford Sixth Form…
Rainford is a great college! I really enjoyed my time here. All the staff are friendly, helpful and offer you support no matter what. The opportunities that Rainford offered me really have helped me in later life, I can apply skills I have learned within college to my every day duties at work, this is something that shouldn’t be taken for granted, and I really do thank Rainford for this.
AMBER ALLFORD
After completing four A Levels at Rainford Sixth Form, Amber went on to study at Bangor University studying Criminology and Criminal Justice. After graduation, Amber is hoping to complete a Masters degree in Criminology before working towards becoming a Criminal Profiler for a federal body within the criminal justice system. During her first year at university, she was awarded Female Fresher of the Year and represented Wales in the Tri-Nations Swimming Championships
Amber says of her time at Rainford Sixth Form…
At Rainford, all staff are willing to help. Due to the Sixth Form being so small, there is always somebody to talk to when you need them; the support I received was unquestionable.
CHRISTOPHER HIBBERD
After leaving Rainford with an AS level in Music and A levels in Geography, maths and Chemistry, Chris applied to join the army in the corps of Army music having already been part of the reserves and a member of the band of the Duke of Lancaster based in Liverpool. He completed army basic training at Pirbright and upon passing out from there was posted to the Band of the Grenadier Guards in London in January 2018. Some of the highlights of his career so far have included numerous changing the guard ceremonies at Buckingham Palace, Trooping the colour in the presence of HM the Queen and the remembrance parade at the Cenotaph in November 2018.
Chris says of his time at Rainford High Sixth Form…
I thoroughly enjoyed my time at Rainford both in the classroom and participating in the Duke of Edinburgh scheme where I gained my Gold award.
FERGUS POWELL
Fergus studied Maths, Further Maths, Chemistry, Physics and the EPQ whilst a student at Rainford Sixth Form. He excelled in all areas, gaining an A* in all subjects. He went on to study Natural Sciences at Cambridge University.
Fergus says of his time at Rainford High Sixth Form…
I have so many happy memories of my time in Rainford Sixth Form – they were honestly two of the best years of my life. I have made some great friends; who I hope I will remain friends with for a long time to come. The staff were all really supportive, especially throughout my university application. I wouldn’t be where I am today without them, so thank you for everything.
CHANTELLE BALLESTEROS
Chantelle studied A levels in ICT, Health and Social Care and Media Studies. After leaving Rainford she went on to study Health and Social Care for Individuals, Families and Communities at Liverpool John Moores University. Chantelle is due to graduate in July and plans to pursue a career working with young people.
Chantelle says of her time at Rainford High Sixth Form…
Although A Levels can be difficult, Sixth Form was an enjoyable time for me as I have lots of happy and funny memories. The staff were really supportive and always encouraged us to achieve our full potential, which I am extremely grateful for. I also want to say a special thank you to Miss Trivedi for all her support as I really wouldn’t be where I am today without her, thanks for everything!
HOLLY KILSHAW
Holly studied Maths, Further Maths, Spanish, EPQ and General Studies.Holly is studying Mathematics and Spanish at the University of Liverpool and is currently living in Madrid and working as an English Language Assistant in a secondary school.
Holly says of her time at Rainford High Sixth Form…
“The support received at Rainford was second to none, be it subject support or help with university applications, all the staff were always available to answer any questions I had. The smaller class sizes, especially for languages, was invaluable as it allowed us to focus more on areas we were struggling with and feel fully prepared for the exams. The many opportunities for extra-curricular activities such as the Gold DofE and Ghana trip, allow you to become more rounded as an individual and not just focus on exams”.
ELLE WALKER
Elle studied A-Level Maths, English Literature and Psychology during her time at Rainford Sixth form before going on to study Mathematics at the University of Greenwich. During her second year at university Elle began working part time as Junior Associate for the global investment bank Macquarie and has since secured a full time position at the firm.
Elle says of her time at Rainford High Sixth Form…
I had three wonderful years at Sixth Form and although I re-sat my first year, I wouldn’t change it for the world. Each day was guaranteed laughter and the relationships built between both staff and students were one of a kind. I made my best friends at Rainford and have so many fun memories of my time there.
GREGORY LOWE
Gregory studied ICT, Maths Chemistry and Physics and achieved As in all subjects. After his A-Levels he joined the Aerospace company Airbus for a 3-Year apprenticeship to train as an engineer. Through this apprenticeship he was able to gain vital work based experience, earn a competitive salary, and gain a first class degree in ‘Aeronautical and Mechanical Engineering’, amongst other qualifications such as various NVQs in leadership. Gregory is now working with Airbus as a qualified engineer working as a NC Programmer.
Gregory says of his time at Rainford High Sixth Form…
I firmly believe I made the best decision choosing to further my studies at Rainford Sixth Form. I always felt I was in a safe, friendly and extremely supportive environment which allowed me to achieve my full potential. The smaller class sizes made me feel much more than just a student in a classroom; I found they aided in developing a sound rapport with the teachers who were able to cater for individual needs and offer tailored academic support. I always felt confident that there was someone there to speak to should any issues arise.
MARK HARDY
Mark achieved the following results at Rainford Sixth Form: Maths (A), English (A*), Geography (A), Business Studies (A), EPQ (A*), General Studies (A*). After leaving the Sixth Form, Mark went on to study Business Economics (BA Hons) at University of Liverpool and graduated in July 2016 with a first class honours.
Mark says of his time at Rainford High Sixth Form…
“Whilst I was at Sixth Form, I started volunteering as part of enrichment at a local primary school. The same school have now chosen me as one of their forthcoming trainee teachers. This demonstrates why extra-curricular activities are just as significant as exam results. My two years at Rainford Sixth Form were my favourite years of education. The personal help and support at the core of Rainford Sixth Form is the reason for my academic success.”
RACHAEL GLOVER
After leaving Rainford with four A-levels, Rachael studied Law at the University of Liverpool and was a caseworker on the Hillsborough Inquest. Rachael was awarded the Sir Robert Micklethwait Memorial Scholarship in 2015 from The Honourable Society of Middle Temple to study the Bar Professional Training Course in Manchester. She was called to the Bar of England and Wales in November 2016 and intends to practice in Personal Injury and Clinical Negligence. Rachael currently works at leading law firm, Clyde & Co LLP, as a Professional Support Lawyer Paralegal in Casualty and Healthcare and is a Civil and Commercial Law Mediator.
Rachael says of her time at Rainford High Sixth Form…
My tutors were extremely supportive and encouraging which gave me the confidence to pursue a career in Law.
BRIONY MACHIN
Briony studied Art, English, Biology and Health and Social Care. She went on to study Art at foundation and degree level and is now a self employed artist, creating her own collection of ceramics and collagraph prints. As well as delivering art workshops to schools and groups, she also works part time at a local gallery.
Briony says of her time at Rainford High Sixth Form…
When I started Sixth Form, I was unsure what I wanted to pursue at degree level, hence the mix of subjects! However, my time at Rainford allowed me to explore my options and the Art department allowed me to develop my own personal style and confidence, which helped me enormously whilst studying on my foundation course and at degree level. College can be a stressful time and so pastoral support is critical. Without the support I received during my time at Rainford, I would not have achieved the grades that I wanted, or needed.
CHARLOTTE WIGGINS
Charlotte studied Textiles amongst her A Level choices and was discovered by a modelling agency whilst on a Sixth Form trip to the Clothes Show Live in Birmingham. She currently works for Select Management and has starred in campaigns for Burberry, Topshop, F&F clothing and Stella McCartney.
IMOGEN KENT
After leaving Rainford with three A Levels in History, Philosophy and Ethics, and English Language, Imogen went on to study her undergraduate degree in History and Philosophy at Lancaster University. She then studied for her PGCE at Liverpool Hope University in 2014 and started to work as a History and R.E. teacher at Rainford High in 2015.
Imogen says of her time at Rainford High Sixth Form…
I loved the friendly support that was always given from the teaching staff and pastoral staff at Rainford Sixth Form. The staff and teachers truly cared about every student. That is one reason I was delighted to return here as a teacher myself!
JONNY LOMAX
After juggling rugby with his academic studies, Jonny signed with Saints RLFC when he left Rainford. As well as playing over a hundred matches for St Helens, Jonny has also gained four England caps.
Jonny says of his time at Rainford High Sixth Form…
Rainford was really good to me in accommodating my extra rugby commitments. They remained flexible and understanding and provided me with extra help when it became harder to make all my classes due to rugby commitments. I think this was a big factor in helping me achieve the A-level grades I did. I have some great memories from Sixth Form, and made many friends that I am still in constant touch with.
DANIEL HARRISON
Daniel studied Maths, Further Maths, Biology, Physics and Chemistry and achieved A’s in every subject. He then went on to study Medicine at University of Sheffield.
Daniel says of his time at Rainford High Sixth Form…
The benefits of attending Rainford Sixth Form became clear to me as soon as I started studying Medicine at university. The combination of relatively small class sizes, excellent support from teaching staff and gaining the ability to work independently, meant that the transition to a highly demanding course was easier for me than those who had not had that advantage. When I look back at my time at Rainford, I remember a great mix of hard work and good fun!
Dr Daniel Harrison
MbChB, BMedSci (Hons)
GRAHAM HOBBS
Graham studied A levels in Maths, Further Maths, Physics, Chemistry, Biology and General Studies and achieved an A in each of them. He went on to study Maths at Oriel College, Oxford and graduated in 2012. He is currently completing a Maths PhD at Warwick University. Some of this PhD research has been published in the scientific journal, Archive for Rational Mechanics and Analysis.
Graham says of his time at Rainford High Sixth Form…
I had a great time at Rainford, I liked that it is quite small so you get to know everyone. The teachers were fantastic and I got excellent support when applying to Oxford. I left very well prepared for university.
MATTHEW HOBBS
Matthew studied A levels in Pure Mathematics (A), Chemistry (B) and Biology (C). He then went on to study Chemical and Biological Engineering at Sheffield University. After completing his undergraduate degree, Matthew progressed to Postgraduate study in Water Processes at Cranfield University. He is still based at the University and is currently working towards an EngD as part of the STREAM programme, a collaboration between 5 UK universities, water companies and industrial partners. Matthews research focuses on the use of Advanced Oxidation Processes to remove pesticides from drinking water and he will graduate in 2017.
Matthew says of his time at Rainford High Sixth Form…
I really enjoyed my time at Rainford High Sixth form. I thought the smaller class sizes provided a great learning environment and meant better interaction with the teachers. One of my memories of studying at Rainford was that the difficult transition of going from GCSE studies to A Levels was highly emphasised to us. I was well supported at Rainford to make it through this transition, which represented learning how to make the most of your time in lessons to support an increase in studies outside of the classroom. This allowed me to begin to develop a studying skillset which translated on to university. Rainford prepared me well for my further studies and research.
SARAH WREN
Sarah Wren achieved a first class honours degree in Human Geography from Northumbria University. Sarah was a dedicated student throughout her time at Rainford High, leaving for university in 2007.
Sarah says of her time at Rainford High Sixth Form…
Some of my fondest memories include my time at the Sixth Form, especially spending time with friends and the fantastic Leaver’s Dinner at Haydock Racecourse. I will never forget the Glaciation fieldtrip to Bowscale Tarn in Year 13, and the hard trek up to where we stopped for lunch. I decided to continue studying Geography at university because of the diversity of other subjects it covers, because Geography is everything! I developed an interest in other cultures and realised that taking a Human Geography degree would allow me to work and travel in different places. Over the last three years while studying and living in Newcastle upon Tyne, I have travelled to Spain and the Netherlands to conduct fieldwork.
CARLY ELLIS
After leaving the Sixth Form, Carly attended the University of Westminster, and gained a first class with honours for her collection and design portfolio as part of her degree in Fashion Design. Carly’s designs have appeared on the front page of the New York Times and she has received ‘rave’ reviews for her work. She has recently graduated from Parsons School for Design, New York with an MFA in Fashion Design, after earning a full scholarship.
Carly says of her time at Rainford High Sixth Form…
“I look upon my time as a Rainford High Sixth Former as the best years of my life. I think of hanging out in the common room with my best friends, who are still my best friends now. I also remember all of the teachers that really made me want to learn, and made me want to be there. I was excited to go to Sixth Form every single morning”.
RUTH WATSON
Upon leaving Rainford, Ruth attended the University of Salford, where she gained a degree in English and Journalism. Ruth is now a successful copywriter in a branding and design agency in Manchester.
Ruth says of her time at Rainford High Sixth Form…
I look back on my time at Rainford Sixth Form with fond memories and remember all the life lessons that have helped me muddle through to where I’ve ended up today. I’m thankful to all of the teachers that helped me to grow and discover new ideas and ways of thinking. I don’t think I’ve changed too much in the ten years since I left the comfort of the common room, and it’s my love of English and creativity that’s stayed with me to help me build an interesting and creative career.
COUNCILLOR MICHAEL HAW
After leaving Rainford Sixth Form with three A-levels, Michael studied Politics at the University of Portsmouth and the University of Liverpool respectively and gained a first class Bachelors and Master’s degree.Following university, Michael worked for the Liberal Democrat Party in Westminster, Liverpool and Manchester, before joining leading public affairs company, Lexington Communications, in 2014 as a political consultant. Through this role, he provides political and media relations advice to national and international companies across all sectors of the property, transport, health and energy market.Michael is also an elected District and Parish Councillor representing the ward of Eccleston on St Helens Metropolitan Borough Council and Eccleston Parish Council. In addition to this, he also sits on the governing body of Eccleston Mere Primary School and is a member of Rainhill Rotary Club, raising funds for charities and organisations based locally, in the UK & abroad.
Michael says of his time at Rainford High Sixth Form…
I have many happy memories of my time at Rainford Sixth Form – the staff were all really supportive, even when I might have been, shall we say ‘demanding at times’. Their time and dedication equipped me with skills and experience about how to be an independent learner, which proved invaluable when I went on to study at university. I wouldn’t be where I am today without them, simple as!
RACHEL THOMPSON
Rachel studied A Levels in English, French and Theatre Studies and then went on to Hull University to study Drama. She now works as Head of Production for an independent television production company in Media City.
Rachel says of her time at Rainford High Sixth Form…
Sixth Form seems like another world now, but I have so many fond memories of Rainford. Everyone was very friendly and supportive – it was a nice environment. A lot of fun, laughter… and study, of course!
ANDREW BAILEY
After leaving Rainford with four A-Levels, Andrew studied Music and English Literature at Middlesex University and completed a Post Graduate Diploma in Broadcast Journalism at City University in London. Andrew, an award winning broadcaster and journalist, is currently Head of News at national radio station Absolute Radio where he also presents bulletins on the Christian O’Connell Breakfast Show. Andrew met his future wife Lucy at Rainford High in 1987 when they were just 12 years old, and they married in 2008. Their daughter Holly was born in 2010.
Andrew says of his time at Rainford High Sixth Form…
We were treated like adults not children, which made a real difference to my wider experience as a young adult.
MARTIN WILKINSON
Martin studied A Level Biology, Physics, Pure & Applied Maths, Chemistry and General Studies. He then went on to Liverpool University to study Molecular Biology, graduating in 1992. After his degree, Martin decided that he wanted a career in teaching and studied his PGCE at Liverpool University. In 1993, Martin returned to Rainford High as a Science teacher.
Martin says of his time at Rainford High Sixth Form…
Rainford High Sixth Form has always had a great reputation and continues to go from strength to strength. I only wish I had had the fantastic opportunities and support that the current students now receive.
NIGEL SEDDON MBE
After leaving Rainford with A-Levels in Physics, Mathematics and Chemistry, Nigel attended Reading University where he studied for a BSc in Physics, followed by a PhD in Laser Physics. For the past 28 years he has worked in research and development for BAE Systems and its sister companies. Most of his work has been on electromagnetics, for example high power lasers and radar, and he has been lucky to work with scientists from the USA, Europe and Russia. Nigel was awarded the MBE in the 2008 New Years Honours list.
### Facilities
Rainford High Sixth Form is situated in a newly refurbished building that provides an effective working environment for all of our students and staff. We always strive to encourage our students to be brilliant and to achieve this we support and provide them with the very best facilities and resources.
Students have easy access to a wealth of ICT and multimedia equipment, including digital cameras, camcorders and iMac studios in several subject areas. With a ratio of 2:1 (students to laptops and PCs), students never find themselves without the equipment they need during study periods.
What facilities does Rainford High Sixth Form offer its students?
Arts / Media
Dedicated Sixth Form Media suite with video editing facilities
Art and pottery suite
Drama auditorium and performing arts studio with specialised sound and lighting facilities
Theatrical make up studio
Photography studio with access to DLSR cameras and iMac suite
Digital recording facilities
Dining and Social Spaces
Sixth Form canteen with large open dining area
Social areas with vending machine facilities
Student lockers available for hire
Learning Resources
A resource centre fully equipped with PCs and netbooks which are all networked with free access to the Internet and budget printing
Wireless network technology allowing use of personal laptops and devices throughout the building
All rooms equipped with interactive whiteboard facilities
Additional ICT centres in Languages, English, Science and Technology
Other Resources
A resource centre fully equipped with PCs and netbooks which are all networked with free access to the Internet and budget printing
Wireless network technology allowing use of personal laptops and devices throughout the building
All rooms equipped with interactive whiteboard facilities
Additional ICT centres in Languages, English, Science and Technology
Sports and Recreation
Large sports hall
Access to a local fitness centre
Tennis and netball courts
Rugby field
Astro turf pitch for Hockey and Football
Access to a nearby lake for Kayaking and Canoeing
### Principal Welcome
Welcome to Rainford High Sixth Form, we are committed to giving you a great sixth form experience that allows every student to follow and achieve their dreams and ambitions.
Our sixth form is driven by our school ethos of Everyone Matters, Everyone Helps and Everyone Succeeds.
To ensure Everyone Matters we are committed to making sure all students are fully supported in their pastoral care and well-being in accessing a broad and balanced suite of qualifications that carefully matches their interests and ambitions; All students are supported in enhancing their wider cultural experience and character development; and are encouraged to raise aspirations via a tailored CEIAG and enrichment offer.
To support the aim that Everyone Helps our sixth form expects all of our sixth form students to deliver a legacy in building a community of Rainford High with heart, passion, and a commitment to make a difference for themselves, the school, and the wider community.
Our sixth form and staff will work tirelessly to know all of our students to make sure Everyone Succeeds. You will be working with trusted staff who have worked with you through the school and if you are new to the sixth form we promise to make you feel a supported, valued, and integral part of our sixth form as quickly as possible as we want you to achieve the very best.
“There is no such thing as a self-made person. You will reach your goals only with the help of others.” – George Shinn Businessman and Sports Team owner
Rainford High Sixth Form is built for you to help you to do your very best and support you in going on the next steps of your journey. The school team is here to develop and care for you as a person and a learner so your dreams and ambitions can become the reality of your future.
Ian Young Principal
### Welcome
### Rainford High set sail and conqure their own Tempest
Rainford High School students have recently had the opportunity to take part in the country wide Coram Shakespeare Schools Foundation Festival, performing The Tempest, at The Floral Pavillion Theater in New Brighton. Students were seleted from Year 8 and 9 to take part in this event, and it was enjoyed by all who was involved in creating the performance, as well as all who watched.
The Performing Arts team at Rainford High were extremely excited to be able to be a part of this festival for the first time, and give their students the opportuity to perform in such a beautiful theatre. The Tempest which begins the mighty Prospero using magic to conjures a storm to bring to the island he lives on those who betrayed him. With all shipwrecked surviors dispersed across the Island, Prospero plots with his spirit servant Ariel to get his kingdom back which by the end of the play he is successful in doing. They took the classic play and performed it with a modern twist. This included a human built ship and storm, the song Prisoner by Miley Cyrus and a company movement sequence to Ed Sheeran’s Thinking Out Loud.
Twenty-four students across Year 8 and 9 made up the cast, and despite differences in ages they all worked incredibly well together, giving support, encouragement and a sense of community throughout the rehearsal process and on show day.
Year 9 student Emma Harrison who played Prospero said, ‘It was really nice getting to do something we don’t get to do everyday, and I really enjoyed getting to play a character you wouldn’t get to be in everyday life. It was amazing to perform in a big theatre and I loved it!’.
Miss. Hett and Mrs Abbott, who were the teacher-directors for the performance said they were ‘so proud of all of the students involved and that they had worked so hard. The company came together with a real sense of enthusiasm, passion and focus that met every strand of our school ethos’.
We are very lucky as a Performing Arts team as we were able to work with such an incredibly talented cast, who contributed ideas within rehearsals as well as doing so well to learn and remember all of their lines in Shakesperian text!
All staff and students had such a fantastic time working on this production, allowing the younger generation to be exposed to the great work of William Shakespeare in a relatable, fun and engaging way, whilst also embedding their love for the performing arts.
### Transition Information
Rainford High works closely with primary partners to offer a wide variety of transitional opportunities prior to young people joining our community. The range of opportunities include curriculum days and events, sporting opportunities and work across Design Technology and Performing Arts.
We offer Open Evenings and tours for students who wish to join us at Rainford High and help you as a family decide if you wish to join our community.
We are developing a transitional support system led by the schools transition lead to ensure over the periods of Year 5 and 6 we will get to have an understanding of your child well before they join our community at Rainford High.
In Year 6, we offer a number of transition events to hopefully ensure you are ready to be part of our community when September arrives. This includes taster days and summer school as well as welcome events. When students start Rainford High there is an opportunity for a Year 7 transitional residential to build relationships and help the development of a year bond.
Slide1
Image 1 of 24
Useful Links
Please contact c.andrews@rainford.org.uk to enquire about Kingswood .
Catching the school bus guide
### Girls Football Team are St Helens Champions!
On Wednesday 8th March, Rainford’s year 9/10girls football team were crowned champions of the St Helens Schools Cup after demolishing Rainhill High School 6-1. What a way to celebrate International Women’s Day!
During the first half, the girls played jaw-dropping, magnificent football. Unfortunately, the first goal – scored by Amelie Waine (player of the match) – was called offside. Not to worry, only minutes later Jess Lightfoot produced her magic and put Rainford 1-0 up. Following that, Sophie Cohen put a bullet in the top corner, from the edge of the box. The crowd went wild! The goals kept coming – Jess Lightfoot earned herself 3 more: one was precisely placed bottom left corner, another was the result of her skilful footwork and her third was a graceful finish. Rainhill had their chances but were unsuccessful thanks to Rainford’s solid, trustworthy defence. The first half finished 5-0.
After conceding early in the second half, Rainford responded in the Rainford High way – with determination and resilience. Despite having the lead, the girls were hungry for more. They fought for every ball, every header and put their bodies on the line against every opposing shot. Their hard work paid off when Zoe Brownbill scored the winning goal sealing the deal for Rainford’s well-deserved title – Champions of St Helens.
Written by: Izzy Sherwood.
### Mock UN Climate Conference
Rainford hosted its first mock UN Climate conference this week as part of the iCAN project, welcoming delegates from local high schools (including Chesterfield, De La Salle, Rainhill, Sutton and Thornleigh) who engaged in a role-play activity representing different nations from around the world.
Delegates gave speeches outlining the climate crisis in their nations and voted unanimously that immediate action is needed to tackle the climate emergency.
As part of the day, Rainford welcomed guest speakers from public and private sectors who work in creating a more sustainable world including Councillor Manciya Uddin (Labour Councillor for Windle), Michael Wolffe (St Helens climate change officer), Rachel Albrechtl from Veolia Waste, Allison McGuiness from Liverpool ONE and Hannah Branwood from LJMU. The panel discussion included how they are working towards achieving net zero as well as how young people can engage in local politics to make their voices heard.
In the afternoon, students took part in workshops to share ideas on how to create a more sustainable world and devised a plan to take back to their schools.
It was such an empowering event for all involved and hopefully the start of a wider climate action collaboration project between schools in St Helens and Merseyside. Together we can change the world!
### Exams 2023
Results Days 2023
A Level Results Day 17th August
GCSE Results Day 24th August
Results can be collected by 8am
Year 11 Information
Everyone Succeeds Information Booklet
Everyone Succeeds Presentation
GCSE exams calendar
GCSE Timetable
Healthy Snacks Recipe Card
How sleep affects your mental health
Positive steps to wellbeing
Self care during exams
Year 10 Information
Year 10 Mock Examination Timetable
Year 10 Revision Information
Everyone Succeeds Presentation
Everyone Succeeds Information Booklet
Year 12 Information
Year 12 Mock Examination Timetable
Year 12 Revision Information
### Languages in Our Community
Here at Rainford High, we are fortunate to have a wealth of students and families who contribute greatly to our community by being able to communicate in an additional language. These students come from a breadth of cultural backgrounds and some of them have a rich experience of life abroad. We want to celebrate these qualities, differences and skills within our school community and welcome all students to become a part of our International Society.
### Online Safety
The internet offers huge opportunities to our young people; it can help enhance their education, help develop skills, offer career opportunities and more. However, it does not come without it’s risks. At Rainford High School were are committed to offer support and education to our pupils around staying safe online. We do this through our Personal Development curriculum, in both PSHEs and assemblies that focus on aspects of online safety. We also support this through our CEIAG work, teaching students the benefits of new and ever-changing technologies in the world of work.
We take an age-appropriate approach, and through the development of online safety throughout our curriculum areas, supported by our new Online Safety Staff and Student Working Party, we aim to support our students in the fast-paced, changing world of technology and social media.
In the section below, see resources and website to support you in helping your child stay safe online.
Think U Know: CEOP Education (thinkuknow.co.uk)
Think U Know has a wealth of resources for parents and carers, as well as age appropriate information and support for all children and young people from ages 4 to 18 years old.
Connect Safely: Homepage - ConnectSafely
Connect Safely is a non-profit organisation dedicated to helping users with safety, privacy and security when using technology. They have helpful guides, advice and resources for parents and carers to access.
CEOP: CEOP Safety Centre
The Child Exploitation and Online Protection Centre (CEOP) works to identify threats to young peoples safety online. They have a helpful reporting mechanism for online sexual abuse.
NSPCC: Keeping children safe online | NSPCC
The charity have a bank of resources and advice surrounding keeping children safe online. Particularly, they have resources for supporting students with SEND.
Mind: Home - Mind
Mind have mental health support for young people, and specific resources for supporting young people whose mental health has been adversely affected by technology and social media.
Safer Internet Centre UK: https://saferinternet.org.uk/
This website has resources for keeping children and young people safe online on multi-media platforms, including phones, laptops, smart speakers, games consoles, tablets and more.
Breck Foundation: Online Safety | Breck Foundation
This charity, in dedication to Breck Bednar who was murdered by someone he met online, seeks to educate and support those to avoid online grooming.
Below are factsheets about different types of social media to support you in conversations with your children.
DiscordDownload
InstagramDownload
MinecraftDownload
RobloxDownload
Snap-ChatDownload
Tik-TokDownload
TwitterDownload
YoutubeDownload
Other links to be aware of:
Government guidance for teaching online safety in schools: Teaching online safety in schools - GOV.UK (www.gov.uk)
### Teacher of Drama (Maternity Cover)
Job PurposeRainford High is seeking to appoint a number of teachers this year, who have the right qualities to make a difference to our children and our community as part of our inspirational school.Responsible toHead of Department, Director of Business and Finance and Assistant Principal – Teaching and Learning Salary ScaleMPS 1-6Start DateSeptember 2023ContractMaternity Cover
Our School Values:
Everyone matters, Everyone Helps, Everyone Succeeds
We are looking for a great Teacher of Drama to cover a maternity leave to work in our inspirational school. We want the person who has the right skills to make a difference to our children and our community and who wants to become part of a strong team, and support them on the next phase of their journey. Our school ethos is Everyone Matters, Everyone Helps and Everyone Succeeds and we want teachers who want to belong to our caring and hardworking school, which appreciates teachers and staff and has the highest of expectations for all students.
If you want to innovate, lead, support and develop the Drama experience to the highest standards in a focused and developing team, Rainford High could be for you.
You must have the ability to teach Drama lessons across all aspects of the KS3 to KS5 curriculum at this successful 11-18 school.
The interview and selection process will be challenging. We are seeking staff who do not just deliver in the classroom, but can inspire children to make great progress and achieve fantastic outcomes. We are also looking for a teacher who will challenge themselves and others with evidenced based practice and the belief they can make a difference to what great teaching of Drama should look like.
The Academy Trust is working hard to make a difference to staff workloads by investing time, technology and support to make Rainford High a great place to work. For the right candidate there could be additional opportunities based on potential, ability and capacity to make a difference across the team and the school. If you believe you are good enough and can meet the standards, Rainford High is the school for you. We look forward to receiving your application.
The school is committed to safeguarding and promoting the welfare of children. To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhance DBS check.
Completed application form and supporting letter should be returned to Mrs Julie Kershaw/Mrs C Andrews, PA@rainford.org.uk. by 12 pm Tuesday, 31st January 2023.
Teacher-of-Drama-Letter-from-Principal-Jan-2023Download
Teacher-of-Drama-Mat-Leave-Person-Spec-Jan-23Download
Job-Application-Teacher-1-2Download
### Teacher of English
Job PurposeRainford High is seeking to appoint a number of teachers this year, who have the right qualities to make a difference to our children and our community as part of our inspirational school.Responsible toHead of Department, Director of Business and Finance and Assistant Principal – Teaching and Learning Salary ScaleMPS 1-6Start DateSeptember 2023ContractFull Time
Our School Values:
Everyone matters, Everyone Helps, Everyone Succeeds
We are looking for a great Teacher of English to work in our inspirational school. We want the person who has the right skills to make a difference to our children and our community and who wants to become part of a strong team, and support them on the next phase of their journey. Our school ethos is Everyone Matters, Everyone Helps and Everyone Succeeds and we want teachers who want to belong to our caring and hardworking school, which appreciates teachers and staff and has the highest of expectations for all students.
If you want to innovate, lead, support and develop the English experience to the highest standards in a focused and developing team, Rainford High could be for you.
You must have the ability to teach English lessons across all aspects of the KS3 to KS5 curriculum at this successful 11-18 school.
The interview and selection process will be challenging. We are seeking staff who do not just deliver in the classroom, but can inspire children to make great progress and achieve fantastic outcomes. We are also looking for a teacher who will challenge themselves and others with evidenced based practice and the belief they can make a difference to what great teaching of English should look like.
The Academy Trust is working hard to make a difference to staff workloads by investing time, technology and support to make Rainford High a great place to work. For the right candidate there could be additional opportunities based on potential, ability and capacity to make a difference across the team and the school. If you believe you are good enough and can meet the standards, Rainford High is the school for you. We look forward to receiving your application.
The school is committed to safeguarding and promoting the welfare of children. To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhance DBS check.
Completed application form and supporting letter should be returned to Mrs Julie Kershaw/Mrs C Andrews, PA@rainford.org.uk by 12 pm on Tuesday 31st January 2023
Teacher-of-English-Letter-from-Principal-Jan-2023Download
Teacher-of-English-Person-Spec-Jan-23Download
Job-Application-Teacher-1Download
### Teacher of Chemistry
Job PurposeRainford High is seeking to appoint a number of teachers this year, who have the right qualities to make a difference to our children and our community as part of our inspirational school.Responsible toHead of Department, Director of Business and Finance and Assistant Principal – Teaching and Learning Salary ScaleMPS 1-6Start DateSeptember 2023ContractFull Time
Our School Values:
Everyone matters, Everyone Helps, Everyone Succeeds
We are looking for a great Teacher of Chemistry to work in our inspirational school. We want the person who has the right skills to make a difference to our children and our community and who wants to become part of a strong team, and support them on the next phase of their journey. Our school ethos is Everyone Matters, Everyone Helps and Everyone Succeeds and we want teachers who want to belong to our caring and hardworking school, which appreciates teachers and staff and has the highest of expectations for all students.
If you want to innovate, lead, support and develop the Science experience to the highest standards in a focused and developing team, Rainford High could be for you.
You must have the ability to teach Chemistry lessons across all aspects of the KS3 to KS5 curriculum at this successful 11-18 school.
The interview and selection process will be challenging. We are seeking staff who do not just deliver in the classroom, but can inspire children to make great progress and achieve fantastic outcomes. We are also looking for a teacher who will challenge themselves and others with evidenced based practice and the belief they can make a difference to what great teaching of Chemistry should look like.
The Academy Trust is working hard to make a difference to staff workloads by investing time, technology and support to make Rainford High a great place to work. For the right candidate there could be additional opportunities based on potential, ability and capacity to make a difference across the team and the school. If you believe you are good enough and can meet the standards, Rainford High is the school for you. We look forward to receiving your application.
The school is committed to safeguarding and promoting the welfare of children. To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhance DBS check.
Completed application form and supporting letter should be returned to Mrs Julie Kershaw/Mrs C Andrews, PA@rainford.org.uk by Tuesday 31st January 2023
Teacher-of-Chemistry-Letter-from-Principal-Jan-2023-1Download
Teacher-of-Chemistry-Person-SpecDownload
Job-Application-TeacherDownload
### Start of Term Message from Mr Young
Dear Parents/Carers
Just a short email to thank you for your support and commitment to our community so far this academic year. Although we have faced a number of challenges including a short notice school closure there have been many successes.
As a school we have shown our commitment to Everyone Matters with the brilliant support and response to the returning Christmas Fayre that raised more than four thousand pounds for charity. I am also very proud of the way our community's attendance at school has continued to return close to pre Covid levels and the enthusiasm that the 5 day challenge has been shown by parents and students.
We have lived Everyone Helps through the support of the Christmas Fayre but also our Food Bank Friday appeals. A massive thank you for the support students and families have shown that has meant we have been able to support our wider community with a number of minibuses of donations to local foodbanks.
Finally a thank you for supporting our focus on Everyone Succeeds by supporting us on insisting our students work hard. Year 13 and Year 11 have and are taking their mock examinations and begin the final run into their public exams. The journey is one of progress and development but for many it will not be a smooth journey it will be one full of challenges and the need for resilience to over come set backs in order to achieve their full potential.
As a school we won the Most Inspirational Secondary School 2022 at the Educate Awards in November this is due to the fact as a community we strive to make it better for our students and wider community. The school team works hard to deliver a great curriculum well taught in an inclusive and supportive environment with a range of enriching opportunities for our young people to take part in such as Duke of Edinburgh Award, trips to Barcelona and Skiing as well as sport and performance opportunities. As well as adding to the community in a wider sense through our food bank and other charity work.
As Muhammad Ali put it “The Service you do for others is the rent you pay for your room here on Earth.” and as we start a New Year it is worth celebrating what we do together as a community to make it better for each other.
Happy New Year and successful and prosperous 2023.
Ian YoungPrincipal
### Music Tutor
EmployerEveryone Matters Schools TrustLocationRainford High SchoolContract TypeFreelance/Self-EmployedHours:9.30-11.30 Tues & Wed 11.30-1 Thursday plus additional flexibility for private pupilsSalary£29 per hour
Our School Values:
Everyone Matters, Everyone Helps, Everyone Succeeds
We are looking for an energetic, enthusiastic and highly skilled keyboard/piano teacher to teach all years including BTEC and A’Level Students. The ability to deliver high quality tuition across the age and ability range is essential, with a proven track-record of pupil progress.
The hours may be flexible however, those listed above are ideal. There will also be the opportunity of additional flexibility for individual lessons with private students.
To express your interest in the role or for an informal discussion please contact our Head of Music, Mrs Gill Bocker, at g.bocker@rainford.org.uk.
The school is committed to safeguarding and promoting the welfare of children. To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhance DBS check.
### Annual Report 2021-22
Please click on the link below to view our annual report.
Annual-Report-2021.22Download
### Teacher of Science/Strong General Teacher
Full Time, Maternity Leave
MPS & UPS
Required from January/February 2023 (flexible)
If you want to innovate, lead, support and develop the Science experience to the highest standards in a focused and developing team, then Rainford High could be for you.
You must have the ability to teach Science lessons across all aspects of the KS3 to KS5 curriculum at this successful 11-18 school.
Rainford High is committed to safeguarding and promoting the welfare of children.
To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhance DBS check.
To apply, completed Application forms and letter of no more than 500 words should be returned to:
Mrs Julie Kershaw/Mrs Carrie Andrew’s Principal’s Personal Assistant -PA@rainford.org.uk
Closing Date: Tuesday, 6th December 2022 (12pm)
Interviews TBC
Teacher-of-Science-Maternity-Leave-letter-from-IY-Nov-22Download
Subject-Teacher-Teaching-Standards-Science-Nov-22Download
Teacher-of-Science-Person-Spec-Nov-22Download
Job-Application-Teacher-Nov-22-1Download
### Most Inspirational Secondary School
On Friday evening at the Anglican Cathedral in Liverpool. Rainford High was declared the winner of the Most Inspirational Secondary School 2022. This award reflects the efforts of every member of staff and student being prepared to live the ethos of our school of Everyone Matters , Everyone Hekps and Everyone Succeeds. The success was based on the efforts to make Rainford High a school for everyone. Last year the school had a 170 events take place beyond the classroom plus well over a 100 sporting fixtures. Some of these events included a Year 7 and Year 8 visit to Bushcraft, three Trips to the Eden Project, all of Year Seven attending the Curious Incident of the Dog in the Night. A Y10 Visit to the Thackery Museum as part of their GCSE. The visit of Judy Murray and Driving Force to inspire Girls into sport. As well as a Diversity Conference with significant public speakers such as John Barnes former Liverpool and England International, Paula Barker MP, Wale Adeyemi MBE Fashion Designer and Christian Owens from Gender Space giving their views to over 160 young people from six secondary schools from across the Liverpool City Region, who also delivered student to student workshops on the day. Plus a Y11 prom with celebrations and fireworks on site, completing the Three Peaks Challenge and Rowing to Norway on rowing machines. We have also performed more than ever before with the return of the School production in the Wizard Oz , Students performed at the Shakespeare Festival in Bury to critical acclaim as well as working with Alder Hey to perform pieces around child sexual exploitation.
The work the schools does around mental well being and SEND is also a cause for pride and celebration with this award. We are also proud of the great outcomes our students achieved in their examinations last summer and we know this good work will continue this year. Well done to everyone. This is a whole school achievement you should all be very proud of. Mr Young
### Mock Exams 2022
Year 11 Information
Mock-exam-prep-How-to-reviseDownload
Y11-Mock-Letter-to-parents.docx-2Download
Yr11-Application-Sessions-DecemberDownload
Yr11-Mock-Revision-informationDownload
Y11-Mock-Assembly.pptxDownload
Y11-Mock-TimetableDownload
Yr11-Information-Booklet-2022.docxDownload
Year 13 Information
Y13-Mock-AssemblyDownload
Y13-Mock-Examination-Timetable-2022Download
Yr13-Mock-Letter-to-parentsDownload
Yr13-Mocks-RevisionDownload
### Pre loved Uniform
Are uniform shop is currently being closed due to restocking and will reopen for business during office hours in the summer holidays.
We are currently collecting donations of PE kit, Blazers and School Jumpers. We kindly ask that all donations be washed, ready for resale and handed in at school reception.
### Learning Assistant L2
Responsible toSENCOSalarySCP3 Plus SEN Allowance. FTE £18,887+£1347Start DateASAPHours:30 hours per week, term-time + 5 days
Our school values: Everyone Matters, Everyone Helps, Everyone Succeeds
We are looking for people who are committed to driving inclusion, supporting students’ needs and would like to be part of our expanding SEN department in a teaching assistant role.
Rainford High is committed to safeguarding childrenTo ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicants will undertake an enhanced DBS check.
Completed application form and supporting letter should be returned to Mrs Julie Kershaw/Mrs C Andrews PA@rainford.org.uk by Monday, 31st October 2022 at 12pm. Date of interview to be confirmed.
Person-Specification-LA-L2Download
EMT-Job-Application-Support-StaffDownload
Learning-Assistant-L2-Job-description-30-hoursDownload
### World Reimagined Project
The World Reimagined Project at Rainford HighA selection of students from Rainford have taken part in The World Reimagined Project. This is a UK wide Art and History education project focusing on a better understanding of our shared histories.The project launched within the Liverpool City region on the 13th August and will continue up to the 31st October 2022. This marked the launch of the globe trail and there will be a number of globes like the one that our students designed and created spread out across the Liverpool City region for people to discover.
The Rainford High globe was designed by students in Year 8 who started the project by researching the significance of St Helens and Liverpool in the Transatlantic Trade in Enslaved Africans. We discovered that our community was impacted in three main areas; maps and people, architecture, and products. As a result we decided to design our globe in three sections and on the top of the globe is a triangle which represents the triangular trade route. Many local roads are named after people associated with the trade in enslaved people. Our map on this part of the globe is entwined with a vine which signifies the hope that nothing like this would happen again and that we can learn from the past. We discovered that factories in St. Helens manufactured copper manilla bracelets which were used as currency to trade for the enslaved. Ships returning from the triangular trade route brought back cotton, sugar, tobacco and salt and this is depicted on the second section of the globe. Many iconic buildings in St. Helens and Liverpool are named after people involved in this trade. On this section of the globe, we designed images of these buildings around a ship’s steering wheel. Between the spokes of the wheel is an image of Carr Mill in St Helens. The silhouettes of the ship and slave trader signify these are from the past, whilst the rest is in colour. This use of silhouettes was inspired by the work of the African artist Kara Walker and the bright floral patterns and colour schemes were inspired by the work of Kehinde Wiley and Karobo Poppy Moltsane.
The globe created by the Rainford students can be found at Eccleston Community Library
Broadway, Eccleston, Saint Helens WA10 5PJ
For more information on the project please visit: The World Reimagined
### Queen Elizabeth II
Our Rainford Community are deeply saddened to hear of the passing of Her Majesty, Queen Elizabeth II. As the longest reigning monarch in British History, the Queen oversaw significant changes in society, her contributions were immeasurable and she was deeply admired and respected throughout the world.
During this period of national mourning we will be limiting our communications to only essential information. All school calendared events will go ahead as planned.
### Term Dates
RAINFORD HIGH SCHOOL CALENDAR
### Summer Arts Evening
On 4th July we held an arts evening which celebrated the artistic talents of many Rainford High students ranging from Year 7 to Year 13.
There was an exhibition of Art, Photography and Design work completed by students in Years 11 and 13 as part of their exam courses and a performance of Music and Drama work from Year 7 to 10 students.
The exhibition included work from our Y11 and Y13 students who have studied Fine Art, Photography, Graphics, Design Technology and Textiles. There was some amazing work which showed the various talents of our students here at Rainford.
The performance shared some of the varied work developed by the Performing Arts department over the year. This included an adaption of ‘A Midsummer’s Night’s Dream’ originally created for the Schools’ Shakespeare Festival, our Year 7 Choir, Concert Band and solos and band performances from our Year 10 Music group.
Well done to all involved – we are very proud of you!
### Year 10 BTEC Results
To confirm, students may collect results from modular BTEC examinations in Sports Studies, Media and Child Development from 9:30am on 25th of August.
Please understand that results can only be collected by students themselves unless written permission for someone else to collect them has been sent to exams@rainford.org.uk and the named person brings identification to collect the results.
### Getting To Us
Many of our students travel to Rainford High from the surrounding area. The buses that serve the school are all public service buses, they are controlled and organised by Mersey Travel on behalf of the local authority. We do our best to ensure the buses provide a regular and efficient service. Please contact the school if you have issues with any service and we will do our best to resolve the situation.
Rainford train station is a 15 minute walk from the school but offers a direct and regular service from Kirkby and Liverpool into Rainford.
Our school building is cycle friendly with a number of cycle sheds for students who wish to come to school on their bikes. Please note that all bikes are brought on site at the students' own risk. We advise that appropriate cycle locks are attached to any bikes stored in the bike shelters on site.
We have a small number of car parking spaces for sixth formers subject to an application process. Please see sixth form for further details
Public Transport
Buses
Rainford Circular – bus 38, 38AWindle – bus 38Ashton-in-Makerfield - bus 157Billinge – bus 157Ormskirk – bus 152
Trains
Wigan
From Wigan Wallgate to Rainford Junction calling at Pemberton, Orrell, Upholland and Rainford Junction
Kirkby
From Kirbky station – Rainford Junction – direct and no stops
School Buses
Bus Details and Routes
Buses are available for students to use on their way to and from school. All routes are detailed in the links below:
Catching the school bus guide
Changes to 794 Bus Route from 12th June 2023
Changes to Bus Services from 17th April 2023
Main Bus Services
38 Bus Service
Merseytravel Ticket Information
Ticket Types
Tickets can be purchased either on a weekly, 4 weekly or on a term time only basis.
If travel is only going to be used during school times and not at weekends you might find it more cost effective to buy a term time only ticket. This can save you up to £80 per year and travel can also be used during half term.
Term time only £93.00 per term Monday to Friday including half term
Weekly £10.00 per week and can be used any time on any day for one week.
4 – weekly £33.90 every 4 weeks and this can be used any time on any day for 4 weeks.
What area’s tickets can be used
Tickets can be used across all areas round Merseyside, if any journeys go beyond the area, then the extra fare must be paid. These areas include Cheshire, Halton, Greater Manchester and Lancashire.
Where to buy tickets from
All ticket types can be bought either online, from any Merseytravel Centre or PayPoint retailers.
If you have a MetroCard or Walrus you can buy and renew term time tickets online. If you don’t have a smartcard you can buy one from Merseytravel Centre or Merseyrail station for £1.
How soon can tickets be used
If you buy a ticket online, it will be available 24/36 hours after you buy it, however if it is bought on the bus, at a Merseytravel Centre or at a PayPoint retailer than the ticket will be available to use immediately.
How to pay for tickets
Payment can be made by cash, contactless, Google pay and Apple pay.
For further information click here.
Maghull Coaches
Arriva commercial products are not accepted on these services.
### Results Days 2022
A Level Results Day will take place on Thursday 18th August and GCSE Results Day will take place on Thursday 25th August.
The school building will be open from 8:00am for students to collect their results.
We look forward to celebrating with students the culmination of their work and to help them on their next steps.
### Year 11 Prom 2022
On Friday 1st July, we welcomed back our fabulous Y11 students for their Prom night which was held in our "Celebration Marquee". After years of hard work, the prom is an event that students look forward to as a chance to celebrate, not only what they have achieved but to book mark the end of one era and the start of another.
We were delighted to see so many of our wonderful year 11’s turning up in their finest dresses and suits to celebrate their achievements and dance the night away in style.
The night started with a red-carpet arrival and a chance to get pictures. However, it didn’t take long for the dance floor to fill up and for staff and students alike to show off their best moves! The sweet treats table took a major hit as students re-fuelled and not even the drizzly weather could dampen the mood in the marquee!!
To finish the night, we had beautiful fireworks display which gave a perfect end to a fantastic evening.
We want to wish our Y11 students all the very best for Results Day and we look forward to seeing many at Rainford Sixth Form next year.
### A Week of Celebration
Last week was a highlight in our school calendar where we came together to celebrate some of the best and brightest of our school. Over the course of the week, we had rewards events for years 7,8,9,10 and 12 as well as our Sports Presentation Evening.
Our rewards events celebrated not just the brightest but also the hardest working and most dedicated students from each year group. The staff who were presenting the awards could not have spoken more highly of the students who had been nominated with words such as “talented”, “courteous”, “resilient” and “brilliant” being heard time and time again.
With inspirational speeches from our 6th former Jared De Waal, performing arts entrepreneur Jaime Leigh Christan and LBGTQ+ ambassador Christian Owens, our students were reminded that with great heart, focus and a belief in themselves, success is within their reach.
We were also treated to a myriad of performances from our wonderful Dance group as well as musical performances from Amy Johnson, Jamie Leahey and Laura Hibbert. Who all demonstrated such wonderful talents and showcased the best of what Rainford has to offer.
The final rewards event of the week was our Sports presentation evening where we were honoured to have a number of ex students who now have spectacular careers in sports in attendance. Firstly, Connor Cody of Wolverhampton Wonderers who generously donated a signed shirt for auction to raise funds for the PE department. We also had Saints Johnny Lomax and Lancashire Thunder’s Ellie Threlkeld coming back to inspire our young people to follow their sporting dreams. A number of sports ties were given out at the event celebrating students that have excelled in their chosen sport this year.
It really was a week of celebrating our wonderful students and those that have encapsulated our school ethos of Everyone Matters, Everyone Helps, Everyone Succeeds.
### Learning Assistant L2 (x2 1 Permanent & 1 fixed term 12 months)
Responsible toSENCOSalary SCP3 Plus SEN Allowance. Actual Salary £12,816 + SEN £914Start DateSeptember 2022Hours:30 hours per week, term-time + 5 daysWe are looking for people who are committed to driving inclusion, supporting students' needs and would like to be part of our expanding SEN department in a teaching assistant role.
Our school values: Everyone matters, Everyone Helps, Everyone Succeeds
Learning-Support-EMTDownload
Learning-Assistant-L2-Job-description-30-hoursDownload
EMT-Job-Application-Support-Staff
The school is committed to safeguarding and promoting the welfare of children. To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhanced DBS check.
Completed application form should be returned to Mrs J Kershaw/Mrs C Andrews PA@rainford.org.uk by 12pm Friday 8th July.
### Three Peaks Success - Summer Fundraiser
They did it!! Our fantastic Gold D of E students took on the 3 highest peaks in the UK. The weather was against them on Ben Nevis but that did not stop our resilient team from summiting the peak. The night time trip to Skafell allowed for a little rest before a huge effort was made to get to the top. By the time the team reach Snowdon the clouds had cleared and an epic view from the summit was seen.
The team are recovering this week but a detailed write up of their adventure will be coming.
In the mean time if you would like to show your support and admiration of their feat then please donate to out summer fundraiser:
In the hope of focusing our community’s efforts during the week the 4th to the 8th of July we are looking to raise additional funds for four key areas of the school that we want to support and improve for our students and community.
The first focus of fund raising is the new Everyone Matters Centre we have just opened in partnership with Rainford Parish Council. The Centre is focused on supporting young people who, at present, are not attending school due to reasons linked to personal wellbeing. This is unfortunately a growing issue and as a school and community it is vital that we don’t allow any child to lose out on the opportunity for education and this is an additional approach to get children back to learning for their future.The second focus is to improve facilities for our Performing Arts students and teams to allow us to take their performance and experience to the next level with improved sound and lighting facilities. Many students have their experience of school enhanced and improved by their participation in Performing Arts.The third focus is to support the refurbishment of the school sports hall that is used by all the students in the school. Some of the key equipment such as the basketball hoops and cricket nets need to be updated to meet the needs of competition and practice as you know we are committed to delivering great sport for all so we would be grateful for your support.The fourth focus will be to kick start the Rainford pre-loved uniform shop the Big Exchange and our other new project the Friday Food Bank where every Friday we will be taking donations for local food banks and giving back to the wider community.The final focus is to support the schools extensive Duke of Edinburgh Award scheme which many children in Key Stage 4 and Key Stage 5 access and it is from here we have taken inspiration for our fund-raising activity.
Please follow the link below to donate and support our fundraising efforts:
https://www.justgiving.com/crowdfunding/rainfordhigh?utm_term=xm8Ew5Mm2
### Fund-raising Events
Dear Parent/Carer,
Although we do many charity events in the school we have not done a significant fund-raising event for school extras for many years. In the hope of focusing our community’s efforts during the week the 4th to the 8th July we are looking to raise additional funds for four key areas of the school that we want to support and improve for our students and community.
The first focus of fund raising is the new Everyone Matters Centre we have just opened in partnership with Rainford Parish Council. The Centre is focused on supporting young people who, at present, are not attending school due to reasons linked to personal wellbeing. This is unfortunately a growing issue and as a school and community it is vital that we don’t allow any child to lose out on the opportunity for education and this is an additional approach to get children back to learning for their future.The second focus is to improve facilities for our Performing Arts students and teams to allow us to take their performance and experience to the next level with improved sound and lighting facilities. Many students have their experience of school enhanced and improved by their participation in Performing Arts.The third focus is to support the refurbishment of the school sports hall that is used by all the students in the school. Some of the key equipment such as the basketball hoops and cricket nets need to be updated to meet the needs of competition and practice as you know we are committed to delivering great sport for all so we would be grateful for your support.The fourth focus will be to kick start the Rainford pre-loved uniform shop the Big Exchange and our other new project the Friday Food Bank where every Friday we will be taking donations for local food banks and giving back to the wider community.The final focus is to support the schools extensive Duke of Edinburgh Award scheme which many children in Key Stage 4 and Key Stage 5 access and it is from here we have taken inspiration for our fund-raising activity.
As a school we are going to row from Rainford to Norway over the course of a week. This is a distance of 1200 km this will be done by staff and students rowing the distance on six rowing machines with a small competition between staff and students as to who will row further. Across the course of the five days we are hoping to raise £15000 for our chosen projects. Although a large sum of money it is the equivalent to £10 per child who attends the school.
We would be delighted and appreciative of your support and if anyone has a particular interest in any one of the projects that needs support and feels their business may be able to offer some additional support we would be pleased to talk in detail about the specific projects and what we are trying to achieve. Our just giving page if you would like to support our fund-raising effort is:
https://www.justgiving.com/crowdfunding/rainfordhigh
I would say all of these projects are additional and are there to enhance our offer to your children and community. We would be very grateful of your support in reaching our target of £15000.
Yours sincerelyIan YoungPrincipal
### Book Fair 28th June - 1st July
### Everyone Matters Big Exchange
### Learning Resource Manager
JOB DESCRIPTION
LIBRARIAN/ LEARNING RESOURCE MANAGER
Post: Learning Resource Manager
Scale: Scale 5 (SCP 12-17) 37 hours/week: 8.30 – 4.30Term Time plus 5 days
Responsible to: SENCO / Director of Business and Finance
Purpose of the Post:
To organise the general day-to-day running of the Learning Resource Centre and to promote the Learning Resource Centre as an effective centre for independent learning for all students.
Application forms and supporting letter to be returned to
Mrs Julie Kershaw/Mrs Carrie Andrews, Principal’s Personal Assistant
PA@rainford.org.uk
Closing Date: 12pm, Friday 17th June 2022
Interviews week commencing 20th June 2022, start date September 2022.
Rainford High is committed to safeguarding and promoting the welfare of children.
To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhance DBS check.
EMT-Job-Application-Support-Staff-2Download
Learning-Resource-Manager-June-22-2Download
### Learning Resource Manager
LIBRARIAN/ LEARNING RESOURCE MANAGER
Post: Learning Resource Manager
Scale: Scale 5 (SCP 12-17) 37 hours/week: 8.30 – 4.30Term Time plus 5 days
Responsible to: SENCO / Director of Business and Finance
Purpose of the Post:
To organise the general day-to-day running of the Learning Resource Centre and to promote the Learning Resource Centre as an effective centre for independent learning for all students.
Application forms and supporting letter to be returned to
Mrs Julie Kershaw, Principal’s Personal Assistant
PA@rainford.org.uk Closing Date: 12pm, Friday 17th June 2022, interviews to be held week commencing 20th June 2022. Start date September 2022.
Rainford High is committed to safeguarding and promoting the welfare of children.
To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhance DBS check.
Learning-Resource-Manager-June-22-1Download
EMT-Job-Application-Support-Staff-1Download
### LIBRARIAN/ LEARNING RESOURCE MANAGER
RAINFORD HIGH SCHOOL
JOB DESCRIPTION –
LIBRARIAN/ LEARNING RESOURCE MANAGER
Post: Learning Resource Manager
Scale: Scale 5 (SCP 12-17) 37 hours/week: 8.30 – 4.30Term Time plus 5 days
Responsible to: SENCO / Director of Business and Finance
Purpose of the Post:
To organise the general day-to-day running of the Learning Resource Centre and to promote the Learning Resource Centre as an effective centre for independent learning for all students.
Rainford High is committed to safeguarding and promoting the welfare of children.
To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhance DBS check.
Application forms to be returned to
Mrs Julie Kershaw/Mrs Carrie Andrews, Principal’s Personal Assistant
PA@rainford.org.uk Closing Date: 12pm – Friday, 17th June 2022, interviews week commencing 20th June 2022. Start date September 2022.
EMT-Job-Application-Support-StaffDownload
Learning-Resource-Manager-June-22Download
### Rainford, have you got what it takes?
Think you’ve got what it takes to be an Olympic track sprinter? Were you born in 2007 or 2008? Then we have an opportunity for you!
British Cycling are running a Talent Identification program this summer!
British Cycling is looking for the next crop of talented track sprinters to take to the boards and continue their proud track record of international success at the Olympic Games, following in the footsteps of Sir Jason Kenny, Jack Carlin and Becky James.
Applications close at 11:59pm on Friday 3 June 2022.
For more information on the British Cycling Talent Development Programme:
Got what it takes to be an Olympic track sprinter? (britishcycling.org.uk)
### Red, White and Blue Jubilee Celebration Day
On Friday 27th May, we are holding a red white and blue day in celebration of the Queen's Jubilee. Students are welcome to come to school wearing their own clothes in red white or blue a £1 donation is requested to support our local charities.
This is for years 7-10 & 12, 13 as Y11 will need to be in uniform for their exams.
We will be also selling ice creams & cakes at break (so bring some extra pennies) and there will be a quiz in form time with a prize for the winner.
### Y10 Everyone Succeeds Event
Dear Parent/Carer,
Please find attached the information from the Everyone Succeeds Event that was held at school on Thursday 19th May 2022.
Y10 Parent Letter - Everyone Succeeds
Y10 Everyone Succeeds Presentation
Y10 Making Outstanding Progress Booklet
Retrieval and Self Testing
Revision Guidance
Self Care During Exams
Revision Timetable Template
How Does Sleep Support Your Mental Health
Kindest regards,
Mrs Laura Cross
Director of Academic Engagement
### Y10&12 Exams
Timetables, Advice and Guidance
Y10-Examinations-Summer-2022Download
Y12-Examinations-Summer-2022Download
Parents-MRI-Letter-Y10-May-2022Download
Retrieval-and-Self-TestingDownload
Revision-GuidanceDownload
Self-Care-During-ExamsDownload
How-Does-Sleep-Support-Your-Mental-HealthDownload
Yr10-Booklet-Making-Outstanding-ProgressDownload
### Student Leadership Programme
An important part of the personal development of our students at Rainford High is the opportunity that we provide for students to engage in leadership roles across the school and throughout their school life.
Our student leadership programme at Rainford High provides opportunities for leadership both within the classroom environment and in more formal leadership roles. In many cases, an application and recruitment process is a requirement for more formal leadership roles.
Student voice and leadership are key drivers in supporting our school ethos and community by developing a spirit of trust, responsibility and mutual respect, whilst allowing students to develop creatively and critically.
Student-leadership-application-formDownload
### Teacher of Mathematics
Teacher of Mathematics (M1-UPS3)
Required from September 2022
We seek to appoint a committed and dynamic Maths teacher who can deliver outstanding lessons across all aspects of the KS3 to KS5 curriculum. The successful candidate will be joining a forward-thinking department which provides a stimulating curriculum that enables all pupils to achieve their potential. Applicants will be expected to demonstrate a track record of high-quality teaching and purposeful learning in their current teaching post. If you are enthusiastic, motivated, with excellent classroom management and organisational skills, we hope to hear from you. Rainford High is on a journey to excellence and wants people who want to be part of that journey.
The successful candidate will be joining a thriving Maths Department in a high achieving, oversubscribed School with 21st Century facilities and a very strong local reputation.
The school is committed to safeguarding and promoting the welfare of children. To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhance DBS check.
Completed application form and supporting letter should be returned to my Personal Assistant, Mrs Julie Kershaw/Mrs Carrie Andrews PA@rainford.org.uk by 4pm on Tuesday, 10th May 2022. Interviews to be held on Thursday, 12th May 2022.
Person-Specification-Teacher-22.docDownload
General-TeacherDownload
EMT-Job-Application-TeacherDownload
Teacher-of-Mathematics-Letter-1Download
Teacher-of-Mathematics-1Download
### Letter to Parents 19.4
Dear Parent/Carer,
I trust that you and your family have had an enjoyable Easter break. We are looking forward to completing this academic term and year for everyone in a successful manner. To achieve this it will mean that the whole school community will need to support the school ethos of Everyone Matters, Everyone Helps and Everyone Succeeds.
As a school we will be supporting our students in Year 11 and Year 13 in external examinations for the first time since 2019 and we wish them every success as they approach this crucial period of their education having endured such uncertainty and disruption to their school experience. This makes our focus on ensuring a fully committed approach from all members of our community all the more important.
I would therefore like to thank the vast majority of students and parents for their support in helping to meet the school's expectations and highlight the importance of us working together to achieve a calm, orderly and hard working school that supports everyone in achieving their full potential.
The basic expectations mean that all students should attend in full school uniform, be on time for school and all lessons within the school day. As a school we will look to ensure that every student is supported to be fully equipped, ready to work and to attend school in the correct manner so they will be able to focus on working hard and trying their best in lessons.
As we move back to a more normal way of working and living with Covid 19 it is important that we re-establish successful, supportive, and sustainable ways of working that ensure our young people are equipped to be successful both within and beyond our school community. This means we will be challenging poor attendance and behaviour in a robust, supportive, and effective manner that we have always taken to ensure we are an inclusive and safe environment for all members of our community.
The latest government guidance regarding Covid 19 is for students under 18 who have potential symptoms of Covid to isolate for three days and then return to school once the temperature has gone. As a school we will continue to support students by maintaining online lesson resources to ensure students can catch up and continue to study if absent from school.
We are looking forward to a hard working and successful term for everyone in our school community.
Kind regards
Ian YoungPrincipal
### Y11 Everyone Succeeds Event - Tuesday 29th March 2022
Dear Parent/Carer,
Please find attached the information from the Everyone Succeeds Event that was held at school on Tuesday 29th March.
Everyone Succeeds Presentation 2Download
Everyone Succeeds Presentation 1Download
Retrieval and Self TestingDownload
Revision GuidanceDownload
Year 11 Everyone Succeeds BookletDownload
Positive Steps to WellbeingDownload
Kindest regards,
Mrs Laura Cross
Director of Academic Engagement
### Teacher of Science
Full Time, Permanent Position
MPS
Required from 1st September 2022
If you want to innovate, lead, support and develop the Science experience to the highest standards in a focused and developing team, then Rainford High could be for you.
You must have the ability to teach Science lessons across all aspects of the KS3 to KS5 curriculum at this successful 11-18 school.
To apply, completed Application forms and letter of no more than 500 words should be returned to
Mrs Julie Kershaw, Principal’s Personal Assistant
J.Kershaw@rainford.org.uk
Closing Date: 12pm, Wednesday, 4th May 2022
Interviews week commencing TBC
EMT-Teacher-of-Science-Advert-Mar-22-1Download
EMT-Teacher-of-Science-Letter-from-IY-Mar-22Download
EMT-Teacher-of-Science-Person-Spec-Mar-22Download
EMT-Job-Application-Teacher-1Download
### Higher Level Teaching Assistant
Everyone Matters – Engagement and Learning Centre
Post: HLTA
Scale: SCP 23-25 Actual salary £20,571 - £21,933
Responsible to: SENDCO / Principal
Contracted hours: 32 hours per week, 9am – 3.30pmterm time plus 5 days
You are highly encouraged to arrange a visit to the school before applying for this role.
Rainford High School is proud to have a fantastic Learning support team, led by the Special Educational Needs Co-ordinator. Working together, this supportive team achieve the best outcomes for our young people. The learning support provision at Rainford High has an excellent reputation within St Helens and beyond and has grown massively over the last 5 years
Our school values: Everyone matters, Everyone Helps, Everyone Succeeds
The school is committed to safeguarding and promoting the welfare of children. To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhance DBS check.
Completed application form and supporting letter should be returned to Mrs Julie Kershaw/Mrs C Andrews; PA@rainford.org.uk by 21st April, midday.
EMT-Job-Application-Support-Staff-6Download
EMT-HLTA-LS-Info-Mar-22Download
EMT-HLTA-PS-March-2022Download
EMT-HLTA-Everyone-Matters-Engagement-and-Learning-Centre-JD-Mar-22-1Download
EMT-Job-Application-Support-Staff-7Download
### Mental Health and Wellbeing Coordinator
POST: School Mental Health and wellbeing Co-ordinator - Required as soon as possible.GRADE: SCP 7-11 £20,444 - £22,129 Full Time / Term Time / Annualised Hours - Negotiable RESPONSIBLE TO: SENCORESPONSIBLE FOR: Staff, Pupils, ResourcesPURPOSE:To proactively lead on and promote positive mental health and wellbeing amongst staff and students.
Our school values: Everyone matters, Everyone Helps, Everyone Succeeds
The school is committed to safeguarding and promoting the welfare of children. To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhance DBS check.
Completed application form and supporting letter should be returned to Mrs Julie Kershaw/Mrs C Andrews PA@rainford.org.uk by Wednesday, 20th April 2022 at 12pm. Interview date to follow.
EMT-Job-Application-Support-Staff-5Download
EMT-Mental-Health-Wellbeing-Coordinator-JD-Mar-22Download
Mental-Health-PS-March-22-1Download
### Y11 Everyone Succeeds Event - Tuesday 29th March
Dear Parents/ Carers,
We would like to invite you to the Y11 Everyone Succeeds Event on 29th March. The evening will provide you with key information regarding the GCSE examinations and how you can support your child in preparing for this summer's challenges.
Please find attached a letter with more information regarding the event.
Kindest regards,
Mrs Laura Cross
Y11 Everyone Succeeds Event 2022 Letter
### Apprentice Learning Assistant – 18 months
Responsible toHead of SENCOSalary £9279 per annumStart Dateas soon as possibleHours:37
Our school values: Everyone matters, Everyone Helps,
Everyone Succeeds
We are looking for people who are committed to driving inclusion, supporting students’ needs and would like to be part of our expanding SEN department in a teaching assistant role.
Rainford High is committed to safeguarding childrenTo ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicants will undertake an enhanced DBS check.
Completed application form and supporting letter should be returned to Mrs Julie Kershaw/Mrs C Andrews PA@rainford.org.uk by Monday, 28th November 2022 at 12pm. Date of interview to be confirmed.
EMT-Learning-Support-Information-1Download
EMT-Apprentice-Learning-Assistant-PSDownload
EMT-Job-Application-Support-Staff-3Download
EMT-Apprentice-Learning-Assistant-JDDownload
### Learning Assistant L2 (x2 Vacancies 1 permanent, 1 Fixed term)
Responsible toSENCOSalary SCP3 Plus SEN Allowance. Actual Salary £12,816 + SEN £914Start DateRequired as soon as possibleHours:30 hours per week, term-time + 5 days
Everyone Matters
We expect our community to be polite and respectful
Everyone Helps
We expect our community to make sensible choices
Everyone Succeeds
We expect our community to work hard
We are looking for people who are committed to driving inclusion, supporting students’ needs and would like to be part of our expanding SEN department in a teaching assistant role.
Rainford High is committed to safeguarding childrenTo ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicants will undertake an enhanced DBS check.
Completed application form and supporting letter should be returned to Mrs Julie Kershaw/Mrs C Andrews PA@rainford.org.uk by Thursday, 12th May 2022 at 10am. Interview date to be confirmed.
EMT-Learning-Support-InformationDownload
Learning-Assistant-L2-Job-description-30-hoursDownload
LA-L2-Person-Specification-EMT-2Download
EMT-Job-Application-Support-Staff-2Download
### World Book Day
Rainford High staff helped students to celebrate World Book Day in style with some amazing costumes!!
We celebrated 25 years of Harry Potter and students took part in activities to mark the event.
Thank you to all of those who took part and to the student who helped to make our library decorations.
### Clarification on Self Isolation after a positive Covid result
Dear Parents / Carers
I would like to inform you of the Schools position on Self Isolation after a positive Covid test since last Thursdays change in the governments Legal Position.
Both Public Health England and the Government are still advising adults and children who test positive to stay at home and avoid contact with other people for at least 5 full days, and then to continue to follow the guidance until they have received two negative tests on consecutive days.
We, as a school, have taken the decision to refuse pupils and staff with a positive Covid result access to the school site in order to protect other pupils and staff from infection of Covid-19.
We appreciate your cooperation with this and will communicate any further updates based on guidance changes.
Kind regards
Ian YoungPrincipal
### Year 11&13 TAGs and Updates
Summer Exams Timetables
A-Level-TT-Summer-22Download
GCSE-TT-Summer-22Download
Addition Support Session Details
Y11-and-Y13-Additional-SessionsDownload
TAG information for Year 11
Y11-TAG-2-3-OutlinesDownload
TAG information for Year 13
Y13-TAG-2-3-OutlinesDownload
### Exams 2022
### TEACHER OF BOYS PHYSICAL EDUCATION
Full time, Permanent Position
MPS
Required from 1st September 2022
We are seeking to appoint a well-qualified and enthusiastic teacher who will contribute to our extra-curricular programme.
You should have the ability and desire to teach all courses within Key Stages 3, 4 and 5 including GCSE PE, A-Level PE, NCFE Sport and OCR Cambridge National Sports Studies.
This post is exempt under Schedule 9 paragraph 1 of the Equality Act 2010.
Application forms and supporting letter to be returned to
Mrs Julie Kershaw, Principal’s Personal Assistant
PA@rainford.org.uk
Closing Date: 12pm, Friday 4th March 2022
Interviews Monday 14th March 2022
Rainford High is committed to safeguarding and promoting the welfare of children.
To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhance DBS check.
EMT-Teacher-of-PE-Letter-from-IY-Feb-22-cDownload
PE-Person-SpecificationDownload
Subject-Teacher-Teaching-Standards-3Download
Academy-Application-Form-Teaching-Staff-2Download
### TEST
TEST
Full Time, Permanent Position
TESt
Required from 1st September 2022
If you want to innovate, lead, support and develop the xxxx experience to the highest standards in a focused and developing team, then Rainford High could be for you.
You must have the ability to teach xxxx lessons across all aspects of the KS3 to KS5 curriculum at this successful 11-18 school.
Rainford High is committed to safeguarding and promoting the welfare of children.
To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhance DBS check.
To apply, completed Application forms and letter of no more than 500 words should be returned to
Mrs Julie Kershaw/Mrs C Andrews Principal’s Personal Assistant
PA@rainford.org.uk
EMT-Teacher-of-Science-Letter-from-IY-Jan-22Download
EMT-Teacher-of-Science-Person-Spec-Jan-22Download
Academy-Application-Form-Teaching-StaffDownload
Subject-Teacher-Teaching-Standards-Science-May-21Download
Closing Date: 12pm – Monday, 31st January 2022
Interviews week commencing 7th February 2022
### Holocaust Memorial Day
The students in the library have marked Holocaust Memorial Day by creating a candle flames display. We light a candle to remember those who experienced the Holocaust and send hope that the world does not experience this again.
We hope that our school community takes time to reflect on the meaning behind our display.
### Board of Trustees
### Annual Report 2020-21
Please click the link below to download our annual report.
Annual-Report-2020-2021Download
### Learning Assistant L2
Permanent Position
Responsible toHead of SENCOSalary SCP3 Plus SEN Allowance. Pro rata £13,435 + SEN £958Start DateRequired as soon as possibleHours:32 hours per week, term-time + 5 days
Our school values: Everyone matters, Everyone Helps, Everyone Succeeds
We are looking for people who are committed to driving inclusion, supporting students’ needs and would like to be part of our expanding SEN department in a teaching assistant role.
Rainford High is committed to safeguarding childrenTo ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicants will undertake an enhanced DBS check.
Completed application form and supporting letter should be returned to my Personal assistant, Mrs Julie Kershaw; j.kershaw@rainford.org.uk by Tuesday, 11th January 2022, 12pm.
Word Versions:
Learning-Support-EMT-1Download
Learning-Assistant-L2-Job-description-EMTDownload
LA-L2-Person-Specification-EMTDownload
Academy-Application-Form-Support-Staff-2Download
PDF Versions
Learning-Support-EMT-1Download
Learning-Assistant-L2-Job-description-EMTDownload
Academy-Application-Form-Support-Staff-2Download
LA-L2-Person-Specification-EMTDownload
### Principal's Letter 04.01
Dear Parents/ Carers
Happy New Year and we look forward to welcoming you back to school in 2022. The pandemic remains very much with us with the key actions that need to be taken on our return are on site testing on Wednesday for all students we have your consent to conduct testing on and the return to wearing face masks in classrooms until the 26th of January at least, to reduce and manage the transmission of the omicron variant. All students unless they have a genuine reason for exemption will need to follow this new measure.
We appreciate that there will be many challenges over the next few weeks including staff shortages, students isolating and the potential for the need for some students at some points to return to remote learning and the real possibility of partial school closure. I know that all of these issues will be challenges for students, parents and school staff but the school will do everything possible to ensure our young people receive the best educational experience possible. Your support in ensuring our young people test at home at least twice a week and support the hygiene regimes and mask wearing around school is vital to maintaining as normal an approach to their education as possible.
As we strive to operate in as normal way as possible, I have attached a letter reminding both parents and students of the expectations, standards systems that need to work effectively for our community to work effectively and deliver a high quality of care and experience at Rainford High. I will remind all parents that none of these things are new and that we work to do the best for every child who comes through our doors. I believe strongly that it is more important than ever as we strive to work through the pandemic that we continue to have high expectations of everyone within our community to ensure that our ethos and culture of everyone Matters, Everyone Helps, and Everyone Succeeds supports every individual to be successful.
As we return in once again challenging circumstances, I suggest we consider and hope that as a community we can fulfil the words of Nelson Mandela " When people are determined they can overcome anything."
Welcome back for a happy and successful 2022.
Yours SincerelyIan Young
Principal
### Saints Christmas Sessions
Dear Secondary School;
As part of the councils HAF program, Saints are running FREE Christmas sessions for children eligible for free school meals and their families.
We are running 2 sessions at the Totally Wicked Stadium on Thursday 23rd December, where whole families (who have children eligible for FSMs) can attend together;
Totally Wicked Stadium Thursday 23rd December;
Morning Session https://buytickets.at/saints/611122
Afternoon Session https://buytickets.at/saints/611123
We also have sessions on the 20-22nd December at The Shining Lights Centre and Broad Oak Community Primary School;
The Shining Lights Centre;
Morning Sessions https://buytickets.at/saints/611111
Afternoon Sessions https://buytickets.at/saints/611119
Broad Oak Community Primary School;
Morning Session https://buytickets.at/saints/611114
Afternoon Session https://buytickets.at/saints/611120
Lastly we are also running a Baby and Toddler Christmas Party, £3 per child at the Shining Lights Centre in Sutton Manor which may be of interest to some of your families/staff with younger ones;
Baby and Toddler Christmas Party https://buytickets.at/saints/622875
Kind Regards,
Jenny Welsby
Lead Community Rugby League Coach
### Christmas Jumper Day Friday 10th December
It's time to dig out and dust off those Christmas Jumpers for our Christmas Jumper day this Friday. Students can leave their blazers at home and come in wearing their festive jumpers. We are asking for a £1 donation to go to Save The Children for their Christmas Jumper day appeal.
### Principal's Letter 29.11
Dear Parent/ Carers,
Due to the Omicron variant we need to reinforce and enforce the wearing of face masks in corridors and communal areas. This is now a directive from the Department of Education and we will work hard to improve compliance for everyone's benefit. Thank you for your support with this as we move forward.
This means all students who use public transport should wear a mask unless exempt and students will not be allowed to board school buses without a face mask in place.
This means for assembly’s students need to wear face masks and staff should also attend in face masks. Students should be testing twice a week with lateral flow tests.
The school will continue to provide a remote offer that will be on google classroom and uploaded at the latest by 9.30am on the day after the lesson was timetabled to be delivered.
The failure to have a face mask will now become an equipment issue and mean that a student who is not exempt and falls to have a face mask from Tuesday will receive a standards detention.
I would ask that however weary we may feel that we work hard to support these measures to keep children in school and maintain normality as much as possible in the short, medium and long term
As always thank you for your ongoing support during these challenging times
Kind regards
Mr Ian Young
Principal
### Season of Goodwill
UPDATE:
Thank you so much to everyone who has donated so generously to support our local community. Please keep sending in donations as we are collecting all week.
Dear Parents and Guardians,
As we are approaching our season of goodwill I wanted to bring to your attention the plans we have to support our local community this year.
As most of you will know, we usually run an annual Christmas Fayre, an amazing event where our whole school community comes together to raise a huge amount of money for our local community and local charities close to our hearts.
Last year we were unable to have a Christmas Fayre due to the Covid-19 pandemic. Once again, to much disappointment, we have been advised not to hold any large events by Public Health England.
Despite not being able to hold this event, we are committed to helping as many people as possible this year and are adapting our fundraising events.
Dates for your diaries:
10th December is Christmas Jumper Day and we encourage all staff, students and visitors in school on this day to wear Christmas jumpers, the suggested donation for this day is £1 and all proceeds will go to ‘Save the Children’.
21st December is our last day of term and will be a non-uniform day with a suggested donation of £1. All proceeds from this day will be split between the local charities that would have benefitted from our Christmas Fayre.
As well as these events we will be holding many smaller events within school, hot chocolate and sweet cones will be available to purchase, we will have Form quizzes with many prizes, cake sales and many other festive activities.
We are planning on going big with our raffle this year and have already made a successful start in collecting some great prizes, if any of our parents would like to donate to our raffle this would be very much appreciated, donations can be sent into Reception for the attention of myself.
Tickets for our raffle will be available through our students who will bring forms home to complete, from the School Reception, and from REDS café in the village.
The raffle will be drawn throughout the last week of school in our countdown to Christmas by Santa himself!
We are hoping to make up food hampers for families within our community that will struggle this Christmas, we will be a donation centre for the foodbank, we will be accepting donated gifts to support St Helens Gift Appeal and we are also supporting Councillor Chris Lamb’s NHS appeal by collecting donations of chocolate oranges.
To be able to do all of the above I am appealing to the generosity and goodwill of those in our Rainford community who can afford to help. We are asking each Year group to concentrate on a different area of need and donate items;
Year 7 will be asked to bring in selection boxes / chocolate oranges / boxes of chocolatesYear 8 will be asked to donate bottles towards our hampersYear 9 will be asked to donate any new toys for our toy appealYear 10 will be asked to donate to the foodbankYear 11 will be asked to donate any new toiletriesSixth Form will be asked to donate any raffle prizes
Our donation day will be Monday 6th December 2021
As mentioned, we are a donation centre for the foodbank and toy appeal so if anyone outside of the Year groups allocated above would like to send in donations we can accept these from 29th November 2021.
We appreciate how difficult the last few years have been for some of our families, if you feel you could benefit from our season of goodwill please get in touch with us at school by e-mailing seasonofgoodwill@rainford.org.uk
Thank you in advance for all your support with our fundraising efforts.
Kind regards
Alexandra Marsh
Director of Business and Finance
### Rainford High Celebrates Double Success at the Educate Awards 2021
At the Educate Awards in the immaculately presented Liverpool Anglican Cathedral Rainford High was delighted to have been short listed in four categories.
The event to celebrate all that is great in education was attended by over 600 people and with schools being represented from across the North West of England.
Rainford High had been shortlisted for four awards, Careers and Enterprise, SEND Award. The Mental Health and Well Being Award and the award for the most Inspirational Secondary School.
The school was successful in winning both the Careers and Enterprise Award which focused on preparing students for life after school and the Special Educational Needs Award for the second time. The school was also named runner up for the other two awards (Mental Health and Well Bing and Most inspirational Secondary School.)
Principal Ian Young said “Although we would have loved to win all four awards we are delighted to have taken a double with the Careers and Enterprise Award and the SEND Award for the second time. Receiving Runner Up Awards for Mental Health and Well Being and the Most Inspirational Secondary School is testament to the hard work of the school team and the fantastic young people who attend the school.”
The range of awards the school was nominated for reflects the schools commitment to delivering a great all round education for all our young people and living our ethos of Everyone Matters, Everyone Helps and Everyone Succeeds.
### Y11 & Y13 Mocks
Please find below all the letters and documents pertaining to the January mock series for years 11 and 13
Year 11 Mocks
Y11-Mock-TTDownload
MRI-Y11-Mock-Assembly-2022Download
Y11-Letter-to-parents.docx-1Download
Y11-Mocks-RevisionDownload
Yr11-Information-Booklet.docxDownload
Year 13 Mocks
Y13-Mock-TT.docxDownload
Y13-Mocks-Revision.docxDownload
Y13-Letter-to-ParentsDownload
### Careers and Aspirations Event 2021
It was fantastic to see so many students and their families taking the time to speak to and gather information from a range of FE, HE, Apprenticeship and Employment providers to inform their futures at last night's Aspirations Evening! Thank you to all our external partners for supporting a great evening!
### Medical Assistant
Salary Scale: SCP 7-11 £20,092 - £21,748 FTE (Pro rata £17,247 - £18,668)
Job PurposeTo support the staff and students in cases of illness/ injury, keeping accurate records, reporting concerns and liaise with external agenciesTo whom responsibleSENDCO, Director of Business and FinanceNormal working hours 35 hours in line with school requirements Occasional flexibility of hours required. Term time plus 5 days
The school is committed to safeguarding and promoting the welfare of children. To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhance DBS check.
Completed application form and supporting letter should be returned to Mrs J Burgess, Assistant Principal Special Educational Needs Co-Ordinator - J.Burgess@rainford.org.uk by 4pm on Thursday, 18th November
Medical-Assistant-JDDownload
Academy-Application-Form-Support-StaffDownload
### Parent Update 08/11
Dear Parents/ Carers,
Thank you for your continued support with your child’s education and supporting the school during these challenging times.
The school will host on site Covid vaccinations on Wednesday 10th November for those students who have given consent to the NHS to be vaccinated.
Due to their being an additional bank holiday for the Queen’s jubilee during this academic year, it means teachers only need to work for 194 days during the academic year not the usual 195. For that reason, the school will close for the Christmas holiday on Tuesday the 21st December.
It is also our rearranged 6th Form Open Evening on the 11th November between 5.00pm and 7.00pm. I would recommend that students in Years 10 and 11 attend to support their decision making as to how to continue their education in the future.
Thank you in advance for your support.
Kind regards
Ian YoungPrincipal
### Summer School 2021
At Rainford, we ran our summer school on site for all of Year 7. Summer school took place on 26th July 21 to 6th August 21. We split Year 7 into two halves and invited them in for a week each.
During the summer school we had a variety of activities such as:
· Sports· Technology· English· Maths· Science· Computer Science· Geography· History· RE· Team building exercises· Tours of the school
We received positive student voice about the summer school and we look forward to seeing Year 6 students next summer too.
### Grants & Funds
### Education & Business Partnership Award Winners!!
We are delighted to announce that Rainford High were crowned Winners of the Education & Business Partnership Award at the St Helens Business Awards, held at St Helens RLFC, on Friday 15th October, 2021.
This award (sponsored by Lucam Consultancy LTD) is in recognition of the partnership that the school has recently developed with St Helens Chamber and we would like to thank the St Helens Chamber team, especially Rachel Wellens, Rebecca Hitchen and their team of Careers Coaches - as well as relevant Rainford High staff - for their support in ensuring the school was able to live its ethos of Everyone Matters, Everyone Helps, Everyone Succeeds by providing meaningful and relevant 'stage-age' Careers Education & Aspiration events for all year groups, within the restrictions of the CV-19 pandemic.
### Rainford High shortlisted multiple times at the Educate Awards 2021
Rainford High have been successful in being shortlisted in the 2021 Educate Awards, in four areas:
Careers and Enterprise Award. SEND Provision Award. Mental Health and Wellbeing Award category. Most Inspirational Secondary School Award.
The four nominations make Rainford High the school with the most shortlisted nominations this year.
Ian Young said, “As Principal, I am delighted to be shortlisted in so many categories and it shows how well the school has worked throughout the pandemic, that we find ourselves able to celebrate our communities hard work, progress and success in this way.”
The Educate Awards committee said “2021 has again seen a huge number of entries and the quality across all categories has really impressed judges, making it a very tough decision-making process. Whittling down to a final shortlist has been even more difficult this year, given the last 18 months and the challenges the education sector has faced.”
As a school, we have been fortunate to have success at these awards in the past and we hope to be successful in at least one category again this year.
The prestigious Educate Awards 2021 ceremony and gala dinner is on Friday 19th November at Liverpool Cathedral.
### Teacher of Modern Foreign Languages (Maternity Cover)
M1-M6
Required from 15th November 2021
If you want to innovate, lead, support and develop the MFL experience to the highest standards in a focused and developing team, then Rainford High could be for you.
The ability to teach Spanish to ‘A’ level would be essential and French to ‘A’ level would be desirable.
The school is committed to safeguarding and promoting the welfare of children. To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhance DBS check.
Completed application form and supporting letter should be returned to my Personal Assistant, Mrs Julie Kershaw, by Friday, 22nd October 2021, 12pm. J.kershaw@rainford.org.uk
Letter-from-Principal-Oct-21-1Download
MFL-Job-Description-1Download
MFL-Teacher-Job-specification-1Download
Academy-Application-Form-Teaching-Staff-1Download
### St Helens Business Awards Nominee
We are proud to be shortlisted in two award categories at the St Helens Business Awards, to be held at St Helens RLFC, Totally Wicked Stadium on Friday 15th Oct.
The nominations in the Education and Business Partnership and Diversity and Inclusion categories are in recognition of the school's Careers provision; especially during the period of CV-19 'lockdown' and on return in the Summer term 2021.
### Sixth Form Open Evening Parent Update 12.10.21
Dear Parents
Due to the rise in Covid cases in school we have been advised to postpone the 6th Form Open Evening and will arrange an alternative date after half term.
We apologise for the short notice and want to reassure you we will reorganise this event as soon as possible after the half-term break.
Thanks for your patience and understanding
Rainford High School
### Sixth Form Open Evening - Thursday 11th November 2021
Please find information regarding Sixth Form Open Evening below.
Y11 Invite Open Evening
Y10 Invite Open Evening
### Open Evening Update
We are looking forward to welcoming our prospective students on Thursday from 6-8pm. Due to rising covid cases in the local area we are asking all visitors to Open Evening to wear masks so we can help keep everyone safe.
We will also be providing information and prospectuses on pen drives, in our commitment to being environmentally friendly.
### Letter to Parents 24/09
Dear Parent/Care
Thank you for your support since we returned to school 15 days ago. This is a brief update around covid. Although we are experience relatively low numbers, about 15 ongoing cases each day, we are seeing a small increase in numbers. So after consulting with Public Health England we have been asked to reintroduce some measures to help everyone to stay safe.
I will be asking staff and students to wear face masks in the corridors and whilst students queue in the canteen at break and lunchtime. We will also be asking students to wear masks on school buses. If I could ask that visitors to the school site also wear masks in the communal areas that would be greatly appreciated.
We would also ask that you continue to test your child twice a week for covid using a lateral flow test. If your child does test positive after a symptom free lateral flow test, you should not send your child into school. You should also look to book a PCR test for your child to confirm the result. When booking online please state you have been advised by your local council to book the test.
In addition you should not send your child in to school if they are unwell with any of the Covid symptoms
• a high temperature – this means you feel hot to touch on your chest or back (you do not need to measure your temperature)
• a new, continuous cough – this means coughing a lot for more than an hour, or 3 or more coughing episodes in 24 hours (if you usually have a cough, it may be worse than usual)
• a loss or change to your sense of smell or taste – this means you've noticed you cannot smell or taste anything, or things smell or taste different to normal
Thank you again for your efforts and helping to keep all our children safe and the school open.
Kind regards
Ian YoungPrincipal
### Open Evening
We are looking forward to welcoming our prospective students on Thursday from 6-8pm. Due to rising covid cases in the local area we are asking all visitors to Open Evening to wear masks so we can help keep everyone safe.
We will also be providing information and prospectuses on pen drives, in our commitment to being environmentally friendly.
### Open Evening
### Rainford Academies
Apprenticeship Learning Assistant (18 months)
Responsible toHead of SENCOSalary £8,296 per annumStart DateAs soon as possibleHours:37 hours
Our school values: Everyone matters, Everyone Helps, Everyone Succeeds
We are looking for people who are committed to driving inclusion, supporting students’ needs and would like to be part of our expanding SEN department in a teaching assistant role.
Rainford High is committed to safeguarding childrenTo ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicants will undertake an enhanced DBS check.
Completed application form and supporting letter should be returned to my Personal assistant, Mrs Julie Kershaw; j.kershaw@rainford.org.uk by Friday, 29th October 2021, 4pm.
Apprentice-Learning-Assistang-JDDownload
Apprentice-Learning-Assistant-PSDownload
Academy-Application-Form-Support-Staff-1Download
### Letter to Parents from Ofsted
Please click the link below to read a copy of the letter from Ofsted to parents, regarding the inspection of our school.
Letter to Parents from Ofsted
### Letter to Parents 13/09
Dear Parents/ Carers,
We are delighted to have welcomed your children back to school over the last week. It has been both exciting and challenging to reopen in a more normal fashion. We have tested students and found 4 positive cases but with the new government guidance there is no need for close contacts to isolate. We would surge students to wash or sanitise hands regularly, consider wearing face masks in school corridors and practice good respiratory hygiene.
Students and staff have returned in a positive manner and the school year has started in a very positive fashion. We are still running google classroom in the back ground so any student absent or wanting to revisit lessons is able to at any point through out this academic year.
The school's focus on reading continues with Year 7 reading the Curious Incident of the Dog in the Night and the rest of the school reading the Hate U Give. I would ask that all parents support us by asking questions about the books or reading them as we do in school. Both books are deliberately thought provoking to draw our young people into thinking about some of the more challenging issues we are presented with in society.
We are delighted to be running Welcome Evening Events for all year groups from Y7 to Y13. I would suggest parents attend as there is lots of new information to share with a strong focus on key information about the year and how you can support the school in helping your child make great progress over the next few months.
We are also looking for parents who are prepared to support our Personal Development and Careers information advice and guidance events by asking for any parents who have significant life experience, interesting careers or business experience who would be prepared to speak or give a presentation to a small or large group of students to get in touch so we can utilise the expertise on our doorstep.
We also have a vacancy on the Trust board for a parent or local person who has an interest in supporting the governance of the school and the academy trust. Ideally some one with educational or financial experience would add value to the trust in developing the high quality governance structures further to ensure the trust continues to challenge itself to provide the best education possible. If you are interested in hearing more about this opportunity please email my PA at pa@rainford.org.uk and we will get back in touch to discuss the role further.
Over the year we will be in regular touch to update you with information and news about how the year is progressing.
Thank you for your ongoing support.
Kind regards
Ian YoungPrincipal
### Start of Term Letter from Mr. Young
Dear Parent Carers,
I hope you have all had an enjoyable summer break and are looking forward to our young people's return to school and full-time face education. I am delighted to welcome all our students and parents back to the new year as part of our Rainford High community. the whole team are looking forward to working with you to make your 7-year journey with us as successful as possible. As you know we will be working with you to help deliver our ethos of Everyone Matters, Everyone Helps and Everyone Succeeds.
We will be operating in a normal fashion overall, but we are making several adjustments due to the recent pandemic and its impact:
Assemblies will remain in half year groups supported by the change in the school day to have a longer form period to enhance the personal development curriculum and whole school reading strategy.Split lunch times was one of the successes of the pandemic allowing for a more pleasant dining and lunchtime experience for all students and staff and this will remain in place for all students.We are also going to recommend that students wear face masks in corridors and in crowded internal areas to support trying to reduce the spread of respiratory and airborne diseases such as flu, Covid 19 and other coughs and colds which were significantly reduced due to the pandemic and measures that were in place. If for any reason you do not want your child to wear a mask can you please contact the school so we can discuss the issue and concern further.We will also continue to ask that children wash their hands and sanitise regularly to try and reduce other infections such as norovirus that have started to increase with larger numbers of people mixing together.I appreciate a number of parents will feel this is an overly cautious approach but the schools strongly feels that this small actions of hygiene and consideration will reduce the spread and impact of disease. Students will also need to wear masks if travelling on school or public transport.
As a school we will continue to provide remote learning for all absent students to reduce the loss of learning that illness and self isolation could cause. We will also be continuing our whole school reading strategy of a literary canon being read by all staff and students during form time and appreciate parental support with supporting students reading both in school and at home.
As always we will expect all of our students to meet our school ethos as part of our community:
Everyone Matters - Be polite and respectful
Everyone Helps- Make sensible choices
Everyone Succeeds - Work hard
We have a significant number of systems that praise students for achieving our expectations alongside our behaviour support systems these are explained in more detail in the attached letter and we are happy to answer any questions that come from this moving forward.
As you will be aware we are being asked to test all returning students for Covid 19 in the first two weeks of their return to school if you have not given permission and wish to please let us know. If you have given permission already you don't need to do anything but if you wish to withdraw permission, could you, please let the school know as soon as possible.
As a parents= you will be invited into school for a welcome event in September between 5.00pm and 7.00pm at this event we will lay out the year ahead and provide you with useful information and resources to support your child in their first year at Rainford High.
Welcome Events:
Year 7 - 9th September 5.00-6.00pm and 6.00pm- 7.00pm
Year 8- 16th September 5.00-6.00pm and 6.00pm- 7.00pm
Year 9- 15th September 5.00-6.00pm and 6.00pm- 7.00pm
Year 10- 14th September 5.00-6.00pm and 6.00pm- 7.00pm
Year 11- 13th September 5.00-6.00pm and 6.00pm- 7.00pm
Year 12 and 13 - 20th September 5.00-6.00pm and 6.00pm-7.00pm
As we begin a new academic year I would like to draw your attention to a quote from Oprah Winfrey that may serve us well during the next school year.
“The key to realizing a dream is to focus not on success but significance – and then even the small steps and little victories along your path will take on greater meaning."
We look forward to welcoming you all back as part of the Rainford High community and wish all our students and parents a happy and successful school year.
Kind regards
Ian Young
### Art Workshop
As part of our continuing relationship with St Helens collaborative and social arts agency, 'Heart of Glass' their artist in residence Sophie Mahon recently visited Rainford to run a workshop with our Year 10 Art, Design and Photography students. In the workshop, the students were taught the photographic process of Sun Prints, otherwise known as Cyanotypes.Sun prints have been used to make records of plants for hundreds of years. Sun print paper is coated with chemicals which react when exposed to sunlight. When you place objects, such as leaves on the paper, they block the light so that the paper remains white while the areas on the paper around the leaves turn a beautiful Prussian blue. Water stops the process and fixes your images on the paper.As well as learning a new skill, our students created some stunning outcomes!
### A Level Results Day 2021
Dear Parent/Carer
As this academic year draws to a close it is important to reflect on what we have experienced but also to look to the future. With this in mind I am writing to you to outline some important pieces of information to help you support your child during the summer Results Day and beyond.
Results Day this year is scheduled for Tuesday 10th August and the School building will be open from 8.30am for students to collect their results. We would ask that all students and parents plannning to attend take a lateral flow test prior to arrival at school.
In the event of a student achieving better grades than they expected and actually exceeding their firm choice university offer, students may wish to apply to somewhere with a higher grade requirement through UCAS adjustment. Adjustment is available from A level Results Day (10th August), until 18th August. It's entirely optional, and a lot of competitive courses will be full – but other applicants might have missed their conditions or swapped a course too. This isn’t something we necessarily encourage as it can be quite a stressful process on Results Day. More information about adjustjment can be found here:
https://www.ucas.com/ucas/undergraduate/apply-and-track/results/ucas-adjustment-if-youve-done-better-expected
If however a student does not achieve the grades they needed for either their firm or their insurance offer then students would be entered into clearing. Clearing is where universities will advertise their vacancies for courses onto which students can enrol. More information about the clearing process can be found here:
https://www.ucas.com/undergraduate/results-confirmation-and-clearing/what-clearing
Members of the Sixth Form team will be on hand during the day to support students once they have collected their results and a representative from the National Apprenticeship Service will also be available to support students who change their mind about going to university or didn’t apply in the first place.
I would like to take this opportunity to thank you for all the support you have shown Rainford High School and Sixth Form during your child’s time here. While the end to their journey is not what we anticipated or would have liked for them, everyone at Rainford wishes them the best in their future.
I wish you and your family an enjoyable and safe summer.
Yours sincerely,
Grant Fletcher
Director of Sixth Form
### Virtual Work Experience 2021
In the last week of the Summer term, over 300 Year 10 and Year 12 students were pioneers of an innovative Virtual Work Experience Programme designed and facilitated by 'Changing Education' (www.changingeducation.co.uk). This was aimed at combatting current CV-19 restrictions affecting live work placements and providing students with the opportunity to engage with a variety of industries and employers and learn more about the world of work.
The programme was completed either via the Connect app and / or the Changing Education website platform. Activities included top tips for job interviews and sector spotlight sessions from a wide range of national and international employers including:
Hutch Games - creative design, software development
Kabo - creative web design
NHS - A Day in the Life of a GP
Balfour Beatty - Construction Management & Civil Engineering
Barclaycard - Digital Banking & Marketing
ESPN - Sports broadcasting and Sports Journalism
UCFB - University Centre of Football Business
EnvisionPharma - pharmaceuticals
Foxwhylie - Events Management
DPS USA - Engineering
Silverstone Fleet Management - Contract Hire / Logistics
BBC North West Tonight - Media & Communications
Atkins Global - Engineering / Rail Engineering
Becky McDonald-Lofts - Marine Conservation / Ecology
Clyde and Co - Global Legal Services
Freelancer magazine - Journalism
The programme also required students to complete an independent Project Brief to help them develop future employability skills such as researching, designing, presenting, time-keeping, communication, initiative and resilience.
Students will receive certification for their efforts and now have experience that they will find invaluable when making future course and career applications. Well done to all those who engaged fully in the programme; especially within the tropical temperatures!
(Image from: created by wayhomestudio - www.freepik.com)
### GCSE Results Day 12th August 2021
Dear Parents/Carers –
We at Rainford hope you and your children are well and have been able to enjoy the summer so far. Our Y11 and Y13 students have had a very difficult time in their studies and we know how challenging it proved for many of them. Their resilience and maturity of approach will stand them in good stead in the years to come.
GCSE Results Day will take place on Thursday 12th August and the school building will be open from 8:30am for students to collect their results.We would ask that all parents and students attending the Results Day take a lataral flow test prior to arrival. They will not be able to collect results before this time. If students cannot collect results in person they can be collected by a 3rd party by prior written permission with the 3rd party bringing identification that matches the name of the person in the written permission.
Students will also be able to collect their hoodies on this day, have photographs taken in front of the 2021 flower wall and meet friends they may not have seen since the Prom.
Should your child have achieved the grades they need to enrol onto the Sixth Form courses they have indicated to us, then they will simply need to confirm these choices with a member of staff on the day when they enrol and collect a Welcome Pack. This will take place in the canteen area of school. If students wish to make changes then they will need to discuss these choices before enrolling and collecting their pack.
If students don’t achieve the required grades to study the courses they would like, please be reassured that members of the 6th Form team and Heads of Dept will be available to discuss these issues further and we will try to accommodate individual cases where possible. These discussions will be managed in the canteen area also, and parents can attend to support these discussions if they should choose to do so.
A representative from Careers Connect will be available for careers advice and guidance as well as a representative from the National Apprenticeship Service to support students who change their mind about going to Sixth Form or are more interested in an Apprenticeship.
If your child would like to sit examinations in the Autumn series to try and improve their grades, please contact our Examinations Officer Mrs Ranson at r.ranson@rainford.org.uk before 3rd October.
Finally, we acknowledge that not all students will join us in the Sixth Form so if on Results Day your child chooses to go elsewhere then all the staff at Rainford High wish them the very best in their futures. If your child does decide to stay in the Sixth form then we look forward to welcoming them into Y12 on 6th September.
We would like to take this opportunity to thank you for your continued support, wish you well for the summer between now and then, and look forward to seeing you on Thursday 12th August.
Yours faithfully Ian MurphyVice-Principal
### Bushcraft
Once again, the Year 7 Team have arranged a fantastic experience for the whole Year group to join The Bushcraft Company for a three-day residential adventure to ‘Castle Howard’ nestled beneath the Howardian Hills in Yorkshire. Departing Rainford High School on Wednesday 15th September and returning Friday 17th September 2021.
You can view more information about The Bushcraft Company on their website at www.thebushcraftcompany.com. There are plenty of photos and videos that can be found here that really will help to visualize what life on camp is like, as well as what we will be doing in September. There will also be a link on our website https://thebushcraftcompany.com/your-questions-answered/
Further information will be available shortly.
### Appeals
Below you will find information from the Department for Education, a letter and Video from Rainford High explaining the Appeals Process and the Appeals Template, which must be completed for all appeals and returned to appeals2021@rainford.org.uk. Please note a contact telephone number must be submitted with all appeals so we can confirm you would like to proceed with the appeal.
DFE Appeals Information
RHS-Letter-Appeals-2021.docxDownload
Appeals-Template-2021Download
JCQ Students Appeal Guide
### Rewards Evenings 2021
Congratulations to all our fantastic students who achieved a subject award or performed at our Rewards Evenings last week. It was such a pleasure to be able to invite our students and their families to school to achieve their awards - we are so proud of everything they have achieved this year.
Keep up the excellent work :)
### Arts Exhibition 2021
The Rainford Arts Exhibition was a great showcase of the hard-working efforts of our students. The exhibition was a celebration of the huge diversity of talent and creativity across multiple disciplines including Fine Art, Photography and Textiles, from both GCSE and A-Level students. All the parents, staff and guests were impressed by the standard of work in the exhibition and said they are really looking forward to the next exhibition from our young artists!
### Year 7 Dragons Den Winners
Congratulations to Year 7's Tom K. and George Y. who won the coveted St Helens Chamber Social Enterprise competition.
As part of Rainford's Careers Education Information and Guidance, our Year 7's took part in an activity day presented by the St Helens Chamber, to challenge and develop key skills for the world of work.
Students were tasked with working in teams, to produce a design and business plan for a product that would be presented to a Dragon's Den panel who would decide on a winning innovation.
We are so proud of the creativity and enthusiasm demonstrated by our Year 7 students and a huge well done to all of those who took part, our finalists and winners.The winning product was an amazing self- cooling drinking bottle which was eco friendly and very scientific!
Tom and George will be presenting their idea to our SLT team next week! All students received a certificate for completing the tasks and we hope that they take the skills they have learnt to help in the future.
### Y7 Parents' Evening - Thursday 14th July
A Virtual Year 7 Parents’ Evening will take place on Thursday 14th July 2022:
On this page you will find:-
• A link to make an appointment
• A parent/carer guide to support with booking appointments
• A video tutorial on how to attend appointments over video call
• Parent letter and FAQ’s
• Troubleshooting Issues
Last year, the school introduced a new intuitive and easy to use online appointment booking system. This allows you to choose your own appointment times with teachers and you will receive an email confirming your appointments. Following this, on the evening itself, you will need to log into the system again and all of the appointments will be conducted virtually.
The booking system will open on Wednesday 6th July at 6pm and will close on Tuesday 12th July at 12pm. Should you wish to make any changes after this date please contact the school office.
Please visit https://rainford.schoolcloud.co.uk/ to book your appointments. A short guide on how to add appointments and join each video call is included with this letter, along with some frequently asked questions which I hope you find useful.
If you do not have access to the internet, or you make appointments and find there are unexpected technical issues on the night, please contact Mr Skerry (a.skerry@rainford.org.uk) and he will collate feedback on your child’s progress.
Y7 Parents' Evening Letter 2022
Parent and Carer Guide - Booking Appointments
Parent and Carer Support - Troubleshooting
Parent and Carer Guide - Video Calls
### On behalf of the building owner, Mitie
CARETAKER - permanent vacancy
We have a permanent vacancy for a caretaker to work at Rainford High School.
The role is to work 6 hours per day Monday to Friday, carrying out general caretaking tasks: taking deliveries, maintenance activities, completion of PPM’s, setting up rooms etc.
If you are interested in this vacancy and for more details, please telephone:
Donna Gaffney on 07825 010 380.
CLEANING STAFF - Temporary
We have several vacancies for cleaning staff to provide cleaning services at the School, with an immediate start. Initially on a temporary basis, may lead to a permanent position.
Hours are 3.15pm – 7.15pm Monday to Friday.
If you are interested in any of these vacancies and for more details, please telephone:
Donna Gaffney on 07825 010 380.
### On behalf of the building owner, Mitie
CARETAKER
We have a permanent vacancy for a caretaker to work at Rainford High School.
The role is to work 6 hours per day Monday to Friday, carrying out general caretaking tasks: taking deliveries, maintenance activities, completion of PPM’s, setting up rooms etc.
CLEANING STAFF – TEMPORARY
We have several vacancies for cleaning staff to provide cleaning services at the School, with an immediate start. Initially on a temporary basis, may lead to a permanent position.
Hours are 3.15pm – 7.15pm Monday to Friday.
If you are interested in any of these vacancies and for more details, please telephone:
Donna Gaffney on 07825 010 380.
### Prom and Inset Update 16.6
Dear Parent/Carers,
At 16:42 yesterday afternoon I received updated guidance from the Department of Education which for the first time referenced the arrangement of Proms and said we were allowed to hold them.
Up until this point there had been no reference to them hence the reason for the announcement that we would be moving an INSET day and the timing of the Prom to guarantee the event could take place as long as schools were not closed.
I am delighted for the Year 11s that I am able to make a U-turn with an apology to everyone for the confusion and ‘messing people about’ over the last 24 hours. We have tried throughout the last 15 months to put our community first and the need for Year 11 to have a Prom was paramount to completing the year; however I was not prepared for them to have no Prom due to the delay in unlock and the limitations on public events that an evening Prom potentially would have fallen foul.
For clarification:
We are sorry for the confusion. The INSET day will take place on the 25th June as published in the school calendar. The school Prom will take place on the evening of July 2nd between 7.00pm and 11.00pm. A full and detailed programme will follow next week.
Thank you for your patience and understanding as we try to do the right thing for children after a difficult 15 months.
Kind regards
Ian YoungPrincipal
### Railway Crossing Safety Warning
Dear Parents/Carers, Yesterday we were notified that a Rainford student walked onto the Rainford Junction railway tracks and pretended to fall over on the track as the train was approaching. This resulted in a near miss incident and the train driver was removed from the service for the remainder of the day due to the distress this caused and the level of the incident. We are awaiting CCTV footage to see if we can identify the student. From research this is a new trend on the social media site TikTok. I am sure you are equally as disturbed reading this as I was then I received the call late yesterday from Northern Rail. We will be discussing this in form time today with students to highlight the dangers and consequences of these choices. If you have any information this incident or similar incidents involving our students then please email me at j.kenyon@rainford.org.uk.Please can you discuss this with your children tonight to reinforce the messages around the dangers of this and the impact these 'pranks' have on the drivers. Additionally, I have been made aware that there is a video circulating on Tik Tok of a female teenager being beheaded so please can you monitor what your children are viewing online and contact school if you need any additional support. Thank you for your ongoing support. Kind regards, Mr KenyonActing Vice Principal
### Teacher of Sociology
Temporary – 12 month contract
Required from 1st September 2021
MPS1 – 6
We are looking for a great Sociolgy teacher, who wants to become part of leading a rapidly developing team and support them on the next phase of their journey. Our school ethos is Everyone Matters, Everyone Helps and Everyone Succeeds and we want teachers who want to belong to our caring and hardworking school, which appreciates teachers and staff and has the highest of expectations for all students.
If you want to innovate, lead, support and develop to the highest standards in a focused and developing team, Rainford High could be for you.
The school is committed to safeguarding and promoting the welfare of children. To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhance DBS check.
Teacher-of-Sociology-Letter-from-Principal-May-21Download
Sociology-with-Psychology-Person-SpecDownload
Subject-Teacher-Teaching-Standards-Sociology-Teacher-May-21Download
Academy-Application-Form-Teaching-Staff-5Download
Completed application form and supporting letter should be returned to my Personal Assistant, Mrs Julie Kershaw, J.Kershaw@rainford.org.uk by 12 pm Friday, 11th June 2021. Interviews week commencing 14th June 2021.
### 'Be Brilliant' Careers Day
Congratulations to all students in Year 9 who demonstrated excellent engagement within their 'Be Brilliant' Careers Day on 20th May.
In line with the school's commitment to ensuring high-quality Personal Development and Careers Education Information and Guidance, the day featured several workshops focused on the areas highlighted below; delivered by a mixture of Rainford High staff and representatives from our partners at Liverpool John Moores University, Boost Life Skills Ltd, Career Connect, Open the Door Theatre Company and the St Helens Chamber:
Post-14 Courses and PathwaysUniversity Aspirations and Experience Apprenticeships: A Pathway To Success‘Be Your Own Boss’ – Entrepreneurship & Employability Skills Boost Life Skills: ‘Soft Skills and Employability’ Local and National Labour Market Information and ‘What the Future Holds’ Career Connect Online Careers Portal
Students did themselves proud; with many asking questions that demonstrated maturity beyond their years and high aspirations for their futures. All students received certificates for their efforts within a successful day. A big thank you also to all our partners and internal staff who supported the event. Well done Year 9!
### KS5 Curriculum
### Y12 Examinations Summer 2021
Please find additional materials to support with Pre-Public Examinations:
Parent Letter May 2021
Y12 Exam Timetable 2021
Making Outstanding Progress 2021
Revision Strategies
Y12 Exams Assembly 2021
Biology
Business
Chemistry
Computing
Creative Media
Drama
Economics
English Language
English Literature
Fine Art
French and Spanish
Geography
Health and Social Care
History
Law
Maths
Music
Photography
Physical Education
Physics
Politics
Psychology
Religious Studies
Sociology
Textiles
### Y9 Parents' Evening - Thursday 2nd December
A Virtual Year 9 Parents' Evening will take place on Thursday 2nd December 2021:
On this page you will find:-
• A link to make an appointment
• A parent/carer guide to support with booking appointments
• A video tutorial on how to attend appointments over video call
• Parent letter and FAQ’s
• Troubleshooting Issues
The school has introduced a new intuitive and easy to use online appointment booking system. This allows you to choose your own appointment times with teachers and you will receive an email confirming your appointments. Following this, on the evening itself, you will need to log into the system again and all of the appointments will be conducted virtually.
The booking system will open on Wednesday 24th November at 6pm and close on Tuesday 30th November at 12pm. Should you wish to make any changes after this date please contact the school office.
Please visit https://rainford.schoolcloud.co.uk/ to book your appointments.
If you do not have access to the internet, or you make appointments and find there are unexpected technical issues on the night, please contact Mr Penfold (j.penfold@rainford.org.uk) and he will collate feedback on your child’s progress.
Parent and Carer Guide - Booking Appointments
Y9 Parents' Evening Letter
Troubleshooting Issues
Video Tutorial
### Y10 Examinations Summer 2021
Please find additional materials to support with Pre-Public Examinations:
Y10-Exam-TT-2021-002Download
Parent Letter May 2021
Making Outstanding Progress 2021
Revision Strategies
Y10 Exams Assembly 2021
Biology
Chemistry
Computer Science
Drama
English and English Literature
Fine Art
Food and Nutrition
Geography
Graphics
History
Hospitality and Catering
Maths
MFL- French and Spanish
Music
PE
Photography
Physics
Religious Studies
Resistant Materials
Science
Sociology
### Covid Daily Testing Trial
Dear Parent/Carer
We have taken the opportunity to be part of a clinical covid trial of daily contact testing which is being co-ordinated and managed by the Department of Health and Social Care, Department of Education, Office for National Statistics and ethics cleared by Public Health England. It will also be independently evaluated and overseen by an independent data monitoring committee and a trial steering group.
The trial allows, with permission, students and staff members who are identified as having had close contact in school with a case of Covid-19 to take a daily test each morning in school, for 7 days, and remain in school as long as each test is negative, reducing the amount of school days lost.
Detailed information about the trial, how data is used and how to give permission to be part of the trial is contained in the documents listed below, accompanied with this letter.
Participation information Leaflet – Students - Intervention V1.14Rainford High School – COVID-19 Daily Contact Testing (DCT) Trial Privacy Notice – Intervention ArmDaily contact testing study intervention group consent formDCT FAQs
Although this trial is only due to run to the summer I believe this is could be the way we will need to work in the coming winter, and it would be good to be prepared and able to maintain as much normality for our community as possible.
If you have any questions please email dailytesting@rainford.org.uk
Thank you for your anticipated support in this matter.
Yours sincerely
Mr I YoungPrincipal
DCT-School-Study_PIL_For-students_Intervention.docxDownload
DCT-Schools-Privacy-Notice-Intervention-Arm.docxDownload
DCT_Intervention_consent_form_v1.docxDownload
FAQ_parents_v3Download
### Learn with the Lords
On 13 May 2021, our Y12 Politics class participated in a 'Learn with the Lords' session in which we learnt about the Private Members Bill's in the House of Lords.
This was a thoroughly enjoyable session and during it the House of Lords drew their 25 ballots for the 2021/22 Parliamentary Session and the first 25 schools had the privilege of having a ballot drawn on their behalf.
We were privileged to have Lord Morrow's Digital Economy Act 2017 Commencement of Part 3 Bill drawn on our behalf.
The Digital Economy Act 2017 (the Act) makes provision about electronic communications infrastructure and services, including the creation of a broadband Universal Service Order (USO), to give all premises in the UK a legal right to request a minimum standard of broadband connectivity, expected to be 10 megabits per second (Mbps).
The Act also introduces reform of the Electronic Communications Code, and provides greater clarification on data sharing between public bodies. The Digital Economy Bill was introduced in the House of Commons on 5 July 2016, completed its parliamentary stages and received Royal Assent, becoming law, on 27 April 2017. The Bill followed an announcement made in the Queen’s Speech to introduce legislation seeking to make the United Kingdom a world leader in the digital economy.
Enacting Part 3 will ensure there are further restrictions to prevent access to online pornography for under 18s and our students are delighted that this will be a topic for debate in parliament over this term and we look forward to seeing the progress of this bill.
This is one of the many online sessions we have taken part in as part of The Parliament Teacher’s Network.
### KS3 Maths Co-ordinator
(M1-UPS3)
TLR 2b
Required from September 2021
We seek to appoint a committed and dynamic Maths teacher who can deliver outstanding lessons across all aspects of the KS3 to KS5 curriculum. The successful candidate will be joining a forward-thinking department which provides a stimulating curriculum that enables all pupils to achieve their potential. Applicants will be expected to demonstrate a track record of high quality teaching and purposeful learning in their current teaching post. If you are enthusiastic, motivated, with excellent classroom management and organisational skills, we hope to hear from you. Rainford High is on a journey to excellence and wants people who want to be part of that journey.
Completed application form and supporting letter should be returned to my Personal Assistant, Mrs Julie Kershaw; J.Kershaw@rainford.org.uk, by 12 pm on Monday 24th May. Interviews will take place on Wednesday 26th May.
The school is committed to safeguarding and promoting the welfare of children. To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhance DBS check.
KS3-Maths-Coordinator-Job-Description-May-21Download
Academy-Application-Form-Teaching-Staff-1Download
Maths-Letter-May-21-KS3-Coordinator-c-1Download
MATHS-PERSON-SPECIFICATION-KS3-COORD-21Download
### Y8 Parents' Evening - Thursday 3rd March 2022
Dear Parent/ Carer,
I would like to invite you to attend our Virtual Parents’ Evening on Thursday 3rd March 2022. This is an important evening and provides you with an opportunity to discuss your child’s academic progress with their subject teachers.
On this page you will find:-
A link to make an appointmentA parent/carer guide to support with booking appointments A video tutorial on how to attend appointments over video callParent letter and FAQ’sTroubleshooting Issues
Y8 Parents' Evening Letter 2022
Appointments Guide
Troubleshooting Issues
Video: Parents – How to attend appointments over video call
SchoolCloud – Rainford High – link to make appointments
Mrs Laura Cross
Director of Stakeholder Academic Engagement
### Year 11 Be Brilliant Day
Well done to all of Rainford High's Year 11 students for their excellent engagement within our 'Be Brilliant' Day; designed to provide relevant ‘stage and age’ careers education information and guidance that will help support students in making fully informed choices about their futures and aspirations.
Students were treated to performances from the 'Open the Door' theatre company, who explained how apprenticeships can be the route to a great career and how apprenticeships work. Students also had the opportunity to hear from external speakers from our partners at the St Helens Chamber and Career Connect, who presented sessions on Creating CV's, Interview Skills, CV-19 Implications Top Tips, Social Media Profiles and Entrepreneurship.
Thank you also to our sixth form students who spoke to all Year 11 students about A level, BTEC and NCFE qualifications, the 6th Form student experience and the benefits of college life!
With additional sessions on Post 16 & 18 applications, Interview Skills and Labour Market Information / pathways provided by Mr Makin, Mr Rothwell and Mr Fletcher, the day was a great success. Thank you once again to all those involved!
### Year 9 Options Letter to Parents
Dear Parent/Carer
I am writing to explain why it is going to be necessary to look at Year 9 options into Year 10 GCSE study again. Over the next 15 days, this will involve a further running of the option process. This will mean there will need to be a number of changes to the expectations and choice of options available to our students, for a number of reasons. For most students this will mean a single change in their choice of option.
Having considered the initial option process and choices made, it has become clear that to meet national Department for Education expectation around the ambition and challenge of the curriculum particularly, regarding the focus on the EBAC subjects of English, Maths, Science, History/Geography and a Modern Foreign Language there would need to be some adjustments made. This I believe has been compounded by issues of the pandemic and the reduced opportunity for a full learning experience, that has in part led me to make this decision.
The national desire of the Department for Education is that by September 2025 75% of all students will study an EBAC suite of subjects for reasons of academic challenge, cultural awareness and balance. OFSTED are also taking a far more standardised approach to what they believe is a good curriculum offer for young people in 202,1 based on increasing levels of academic research.
Having considered our curriculum over a number of years, I feel now is the time to make an adjustment that will support our ambitions for our young people to have the best learning experience possible. As Principal I am not prepared to disadvantage our young people's academic opportunity as they need to be on a level playing field with other students across the country in an increasingly competitive world. This means our curriculum needs to be moving closer to the national ambition regarding the study of EBAC subjects and in particular a modern foreign language.
As a school we have a Modern Foreign Language team that stands comparison with any team anywhere in the country, who have delivered outstanding results for students in GCSE and A level exams for several years. This has led to students entering some of the best regarded universities in UK and the world and taking up challenges beyond our shores. We are fortunate to have them as part of our school team and for this reason it seems contradictory not to ensure that more students benefit from the outstanding experience and support they offer to our young people.
Clearly the study of a foreign language is challenging, but the value of having that experience and achieving success and cultural awareness is of greater value to the individual in the longer term of life, as well as in the short-term academic success of achieving a GCSE grade.
As we exit the pandemic in a post Brexit world, the importance of having studied a foreign language and developing an appreciation of another culture is maybe more important than ever before. Across the world 75% of people don't speak English and the ability to attempt to speak and understand another culture and language enriches and broadens our horizon as well as develops our resilience in meeting a challenge in many realms of life.
Although this is reason enough to adjust the curriculum, there are also a number of staffing challenges in some of our less mainstream offers that mean either a course will not run or numbers this year will need to be capped in certain subject areas.
Due to this I am adjusting the option choice so that all students in Pathway A will need to study English, Maths, Science, a Modern Foreign Language either Spanish or French and either History and Geography and then have two totally free subject choices.
For students whose prior attainment profile places them in pathway B they will need to study English, Maths, Science and either History or Geography and then have three free subject choices.
For students whose prior attainment profile places them in pathway C they will need to study English, Maths, Science and then be offered a guided choice to support them in making the best curriculum options possible.
The decision has considered the national picture and the need for the school to maintain a strong curriculum provision that shows ambition and breadth for all. There has also had to be consideration of the schools' resources to provide the highest quality offer for all children. This means several subjects will be set caps for class sizes both maximum and minimum to ensure the quality of offer can be delivered.
As with any decision that is made it will not be universally popular or unpopular. I am aware that some will see this as unfair however, throughout life presents challenges and events beyond our individual control that impact upon us. The decision has been made with consideration for the students, the school community and my commitment to offer the best curriculum experience possible.
I would expect a number of parents and students to offer comment and wish to have the opportunity for further clarification of the rationale for this decision, but it has not been made lightly and I am certain it will benefit our young people and our community in the long term.
Thank you for your support and understanding with this necessary curriculum decision.
Yours sincerely
Ian Young
Principal
### Readathon Book Donations
A huge Rainford High thank you to Ameilia (age 9) and Georgia (age 7), from Merton Bank Primary School. The girls have taken part in a Readathon, to be able to access books that they can donate to a school of their choice.
Last year they donated the books to their own school, but as their mum is an ex Rainford High student, and family members work and study at Rainford, they approached us to be able to send the donated new books to us.
Both girls have completed the challenge and have raised the amazing sum of £95!! They have chosen books to help with mental health and well-being, which they have now kindly delivered to us. We want to thank the girls for their generosity and bringing some exiting new books for our students to read and showing our community spirit of Everyone Helps!
### TEACHER OF MODERN FOREIGN LANGUAGES
MPS 1 - 6
Required from 1st September 2021
If you want to innovate, lead, support and develop the MFL experience to the highest standards in a focused and developing team, then Rainford High could be for you.
The ability to teach Spanish to ‘A’ level would be essential and French to ‘A’ level would be desirable.
Application forms to be returned to Mrs Julie Kershaw, Principal's Personal Assistant, J.Kershaw@rainford.org.uk
Closing date: 12pm, Friday, 30th April 2021.
MFL-Job-Description-1Download
MFL-Teacher-Job-specification-1Download
Academy-Application-Form-Teaching-Staff-4Download
Letter-from-Principal-April-21-2Download
### Teacher of Modern Foreign Languages
MPS1-6
Letter-from-Principal-April-21Download
Required from 1st September 2021
If you want to innovate, lead, support and develop the MFL experience to the highest standards in a focused and developing team, then Rainford High could be for you.
The ability to teach Spanish to ‘A’ level would be essential and French to ‘A’ level would be desirable.
Application forms to be returned to
Mrs Julie Kershaw, Principal’s Personal Assistant
J.Kershaw@rainford.org.uk
Closing Date: 12pm – Friday, 30th April 2021
MFL-Job-DescriptionDownload
MFL-Teacher-Job-specificationDownload
Academy-Application-Form-Teaching-Staff-3Download
Letter-from-Principal-April-21-1Download
### Therapy dogs have ‘pawsitive’ effect on Rainford High
Rainford High is delighted to be developing further strategies to support student and staff mental health and wellbeing.
The school has teamed up with Hope’s Therapy Dogs and will welcome handler Alison and her dogs two days a week.
Students and staff will be able to spend time with the comforting dogs if they are feeling stressed, anxious or just need some alone time.
The benefits of therapy dogs are endless. Together with their handlers, they can improve children's social, emotional and mental health, support speech therapy and alleviate any fears children may have, including the current pandemic and anxiety about being back in school.
This new offering strengthens Rainford High’s current mental health and wellbeing support. Already in place is a mental health lead in the school, 18 mental health first aiders, as well as a dedicated mental health and wellbeing week which usually takes place in July.
Principal of Rainford High, Ian Young said: “We are thrilled to be working with Alison and her therapy dogs. We recognise there are many benefits of having highly trained therapy dogs on site.
“As we continue to move forward through the pandemic, we are committed to supporting our students in as many ways as possible to help them achieve success.”
Alison Colley said: “Seeing the impact the dogs can have on children and their wider life chances cannot be underestimated and can play a key role as part of an inclusive mental health and wellbeing strategy in any school.”
Hope’s Therapy Dogs is a new service in St Helens which was formed after Alison’s daughter, Hope, aged 7, was diagnosed with a malignant brain tumour.
Hope was given a dog, Pippa, by her mum to help her recuperate but when she relapsed, her loyal four-legged friend became her therapy dog. Before Hope sadly passed away, she asked her mum to train Pippa as a therapy dog so that she could help other children.
### Teacher of Art & Photography
Permanent
MPS1-6
Required from September 2021
We are looking for a great Art and Photography teacher, who has the right skills to make a difference to our children and our community and who wants to become part of a strong Art and Photography team, and support them on the next phase of their journey. Our school ethos is Everyone Matters, Everyone Helps and Everyone Succeeds and we want teachers who want to belong to our caring and hardworking school, which appreciates teachers and staff and has the highest of expectations for all students.
If you want to innovate, lead, support and develop the teaching and learning of Art and Photography to the highest standards in a focused and developing team Rainford High could be for you.
The interview and selection process will be challenging. We are seeking staff who do not just deliver in the classroom, but can inspire children to make great progress and achieve fantastic outcomes. We are also looking for a teacher who will challenge themselves and others with evidenced based practice and the belief they can make a difference to what great Art and Photography teaching should look like.
The Academy Trust is working hard to make a difference to staff workloads by investing time, technology and support to make Rainford High a great place to work. For the right candidate there could be additional opportunities based on potential, ability and capacity to make a difference across the team and the school. If you believe you are good enough and can meet the standards, Rainford High is the school for you. We look forward to receiving your application.
The school is committed to safeguarding and promoting the welfare of children. To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhance DBS check.
Completed application form and supporting letter should be returned to Mrs Julie Kershaw; J.Kershaw@rainford.org.uk, by 12 pm on Wednesday, 21st April 2021. Interviews will take place week commencing 26th April 2021.
Art-Person-Specification-dec-20Download
Teacher-of-Art-Photography-Principal-Mar-21Download
Academy-Application-Form-Teaching-Staff-1Download
Subject-Teacher-Teaching-Standards-Art-Dec-20Download
### CEIAG Staff
At Rainford High, there are a number of staff members who can support you and provide you with guidance when it comes to careers information.
Key staff
Director of Attendance and Careers Education, Information and Guidance: Mrs Laura Cross l.cross@rainford.org.uk - 01744 885914
UCAS Co-ordinator - Miss Jen Hird: j.hird@rainford.org.uk
Post 16 Tutorial and Enrichment Lead - Mr Tom Beetles: t.beetles@rainford.org.uk
Personal Guidance / 1:1 Interviews - Mrs Jenny Weigh: j.weigh@rainford.org.uk
Career Connect Advisor - Mrs Elaine Meredith: elaine.meredith@careersconnect.org.uk
Learning Leaders:
Y7 Learning Leader: Mr Andy Skerry- a.skerry@rainford.org.uk
Y8 Learning Leader: Miss Niamh Ruane - n.ruane@rainford.org.uk
Y9 Learning Leader: Mr Sam Harvey - s.harvey@rainford.org.uk
Y10 Learning Leader: Miss Summer Smith - s.smith@rainford.org.uk
Y11 Learning Leader: Mr Rob O'Connor - r.oconnor@rainford.org.uk
Post 16 Learning Leader: Miss Claire Fawley - c.fawley@rainford.org.uk
### Year 11 Easter Revision
Revision classes listed above will be in person at school - you should have signed up to the sessions already. However, If you have signed up for the following classes, your session will be online.
Tues(06.04) 9-11 English Lit - ETR - Romeo and Juliet Tues (06.04) 11.30-1.30 English Lit - DRR - Inspector calls Mon (12.04) 9-11 Chemistry Separates MKB
### National Reflection Day at Rainford High School
Rainford High has joined Marie Curie’s campaign to fill our windows with flowers on this National Day of Reflection, as a way to mark a year since the first lockdown
Students were asked to colour flower pictures to create a display in our windows at the front of school and the response has been wonderful.
Beautiful multi-coloured designs have been added to our Library windows and have already brightened the day of those passing by. Many of our students have been directly affected by the pandemic, and some of the flowers included heartfelt messages to loved ones lost to COVID 19, and to those who have helped during this difficult time.
The school will observe a minute’s silence as a way to reflect the last year and we hope that our bright display gives thoughts of positivity and happiness for the future.
We would like to thank all of those in our school community and our wider local community for the help and support through this year of COVID.
### Computer Science Winners!
Congratulations to our three competition winners, who fought tough competition to become our Computer Science Scavenger Hunt Champions!!
Well done to everyone who took part - we hope you found the competition fun. Keep your eye out for more Computing competitions in the future.
### Y11&Y13 Grades 2021
RHS-Centre-Policy-2021Download
Letter-to-Year-11-and-13-ParentsDownload
Y11-and-Y13-CAGs-2021-AssemblyDownload
Instead of taking examination this summer students, grades will be awarded based on assessments in school. The process will be subject to strict moderation and standardisation. We will follow closely the guidance by the examinations regulator Ofqual, JCQ and from the Department for Education.
The links below will direct you to the guidance published by the above organisations.
JCQ-Guidance-for-Students-and-Parents-on-Summer-2021Download
https://www.gov.uk/government/consultations/consultation-on-how-gcse-as-and-a-level-grades-should-be-awarded-in-summer-2021
Awarding qualifications in summer 2021 - GOV.UK (www.gov.uk)
For specific guidance on when assessment will be taking place in each subject, as well as supporting information on how your child can best prepare for these assessments, please refer to the documents below (copies of which have been given to each student).
RHS-Booklet-y11Download
RHS-Booklet-y13Download
### Y13 Consultation Evening - Thursday 10th November 2022
Dear Parent/ Carer,
I would like to invite you to attend our Virtual Consultation Evening on Thursday 10th November. This is an important evening and provides you with an opportunity to discuss your child’s academic progress with their subject teachers.
On this page you will find:-
• A link to make an appointment
• A parent/carer guide to support with booking appointments
• A video tutorial on how to attend appointments over video call
• Parent letter and FAQ’s
• Troubleshooting Issues
Y13 Consultation Evening Letter
Booking Appointments Guide
Troubleshooting Issues
How to attend appointments over video call
SchoolCloud - Rainford High - link to make appointments
Mrs Laura Cross
Director of Stakeholder Academic Engagement
### Parent Update 05/03/21
Please see below, parent letters from Mr Young. Please download the letter relevant to your year group.
Parent-Letter-for-Y7-Y8-Y9Download
Parent-Letter-for-Y10-and-Y12Download
Parent-Letter-for-Y11-and-Y13Download
### Curriculum Statement
Overarching Curriculum Statement:
Because Everyone Matters at Rainford High School, we are determined that every student is able to access an ambitious, broad, academic, fulfilling and exciting curriculum in their time at our school, building carefully from their experiences in KS2 and supporting progression from Year 7 through to pursuing further and higher education or careers from Year 11 and Year 13. We know how central an excellent education is to all students in enabling them to access their preferred choices – whether they are academic, vocational or technical – and enhance their life chances. In ensuring that our curriculum is broad and ambitious, with a strong academic core for all students, we will enable students to thrive academically, socially and personally, providing rich academic and cultural knowledge and experiences.
As Everyone Helps, our teachers will develop their skills and expertise through collaborative practice to ensure that the curriculum is delivered effectively, ensuring students develop the knowledge and skills essential to success and progression in their learning. Collaboratively constructed and carefully managed schemes of work clearly outline the required knowledge and skills essential to build progression to the end of each unit, year and Key Stage. Students’ knowledge and skills are assessed to establish the effectiveness of teaching, address gaps in students’ learning and to best secure key concepts to ensure progression through the curriculum for all students.
Our intent, ambition and implementation ensure that Everyone Succeeds, whatever their academic, social or personal circumstances. Students’ personal attributes and skills – discipline, independence, resilience and resourcefulness – allied to their academic qualifications, mean that each student is equipped to thrive in their personal journey.
### Y9 -KS4 Curriculum 2024-2026
KS4 Curriculum Booklet
KS4 Curriculum Assembly
Invitation to Y9 Curriculum Evening
Curriculum Choices Login
KS4 – Years 10 and 11
Our 2-year KS4 offer enables students to access a broad and balanced suite of qualifications that matches carefully their interests and ambitions. This commitment enables them to develop the knowledge and skills from KS3 to achieve academic success in nationally recognised qualifications and be prepared for their personal journey to access the next stage of their learning in their choice of post-16 pathways.
In addition to the core subjects of English, Maths and Science, students can choose from a wide range of subjects during the KS4 Curriculum process.
In Years 10 and 11, everyone in Pathway A studies English, English Literature, Maths, a Modern Foreign Language, Humanities and Science (through either a combined or ‘separates’ course). In addition, students have 2 choices from a range of vocational, technical and academic subjects.
In Pathways B, C and D everyone studies English, English Literature, Maths and Science (through either a combined or ‘separates’ course). In addition, students have a choice from Triple Science, Computer Science, French, Spanish, History and Geography as well as 3 further choices from a range of vocational, technical and academic subjects in different disciplines
Key Dates this year:
Year 9 Curriculum AssemblyThursday 11th January 2024Year 9 Curriculum EveningThursday 25th January 2024Deadline for completion of choicesFriday 9th February 2024People to contact:Year 9 Learning Leader: Miss S. Smiths.smith@rainford.org.ukYear 9 Pastoral Manager: Miss C. Lawrensonc.lawrenson@rainford.org.ukConnexions Advisor: Mrs E MeredithElaine.meredith@careerconnect.org.uk
### Parent Update 25/02
Dear Parent /Carer
As you know schools will be welcoming back children from Monday 8th March. To ensure we can do this for all children, as soon as possible, we are asking for your support with the initial mass testing of all students during the week beginning Monday 1st March. With the country still being in a state of lockdown, schools are being given special dispensation to begin the testing prior to the 8th March. We have decided to take advantage of this so that students do not need to return on a phased return with some students being out of school for nearly a week longer than necessary
Following this update you will receive a letter with a day, date and time slot for your child to attend the school and instructions of what to do so that your child can take a lateral flow test for coronavirus at the school. Although we appreciate this could cause transport challenges we would ask for your support so that we can have all children attend school and be in lessons from Monday 8th March.
Taking the test is voluntary but we would encourage as many students as possible to take part in order to reduce the risk further for all members of the community. Students will come to school for their time slot with pre-authorised consent to take the test and then return home immediately having had their test. Parents can wait in the car park or outside the school building whilst students are taking the test.
Due to the additional challenges of running mass testing, key worker school, remote learning and planning a safe reopening there will be no live lessons from Monday 1st March until Friday 5th March. There will be a full quota of remote tasks for all students focused on ensuring students are at the right point in all their learning to return to face to face education on the 8th March. We appreciate that there may be challenges with getting children to school so if there are any issues please do not hesitate to contact a member of the school team and we will try and help to resolve the issue.
Students will be able to take a further two lateral flow tests in school before being given tests to self administer at home. We see the training opportunity of taking the test in school as key to supporting the safety of the wider school community in the longer term as we move out of lockdown. If any parents or carers would be happy to support the testing process in school over the next three weeks we would be delighted to accept any offers of help and support.
We are excited to be able to welcome all students back from Monday 8th March and are grateful for your support in the challenge to ensure we can reopen school to all children as soon as possible.
Kind regardsIan YoungPrincipal
### Computer Science Scavenger Hunt
Museums all closed? Take a virtual tour around The National Museum of Computing and complete the Rainford High Computer Science Scavenger Hunt!
*Prizes will be awarded for top 3 students (including a Raspberry Pi computer)*
Competing against others answering questions to score as many points as you can!
Take the virtual Tour here:https://tinyurl.com/RHS-TNMOC
Complete the Scavenger Hunt here:http://tinyurl.com/RHS-TNMOC-SH
(Photo by Markus Spiske from Pexels)
### Educate Awards 2020: School Support Star of The Year Winner – Helen Greenway
Helen has been a Teaching Assistant at our school for over 10 years now and continues to develop and grow with passion and commitment. She has worked with a variety of students including those with complex and high needs and does so with ease and vigour. Helen is one of the most supportive, approachable and proactive members of our team and no job or task is ever too much for her. She is always available to support the other TAs and is a valuable and well thought of member of our team. She is great at supporting her colleagues and offering advice to newer staff members including our Apprentices.
Helen mainly works in our CC (Core Curriculum) provision with students of varying ages on a ‘stage not age’ provision’ with a number of difficulties and SEND. Helen consistently sets high expectations for her students so that they can achieve their best at their pace. She goes above and beyond to get to know each student and find the right intervention for them to progress.
Helen is not only an asset to our Learning Support Team but our school. She joins in an element of school life that she can and always does so with a smile on her face! Helen is a regular on our Y7 Residential out on ‘Bushcraft’ and as a Girlguiding Leader, has tips and tricks ready to put our more vulnerable students at ease during what could potentially be a new situation and environment for them. Helen is fantastic at supporting trips in school and particularly with our CC class to make sure every student is catered for according to their individual needs.
As well as being a fantastic practitioner and support to teaching staff in the classroom, Helen goes above and beyond in the wider school setting where she is a First Aider and also a Blood Pressure Champion. Helen regularly works with another colleague to organise staff ‘check-in points’ where they can come for a blood pressure reading. Helen has undertaken additional training for this and again, no job is ever too much to support her staff team.
After winning the award Helen said “I am over the moon to win the Educate School Support Star of the Year 2020 Award which is an amazing achievement for me, and I am so overwhelmed and proud to have won. I was shocked when I received the news that I had been shortlisted for the award, but even more shocked when they announced I had won. I am so grateful to all the staff and students at Rainford High for giving me the many opportunities and for the recognition of this award. I will display my award with pride.”
### 16-19 Tuition Fund
The ESFA has made funding available to post-16 educational providers to support students who have had their learning affected by the Coronavirus pandemic. The Tuition Fund is ring-fenced for schools, colleges and all other 16 to 19 providers to mitigate the disruption to learning arising from coronavirus.
For details on how we will be using this fund please download the document below:
16-to19-Tuition-Fund-2021-2022
16-to19-Tuition-Fund-2022-2023
### Literary Canon
We know how much you all enjoyed reading 'The Curious Incident of the Dog in the Night-time' in form time but unfortunately, the school closure meant that we were unable to finish the book. Fear not! Your teachers have read and recorded the final few chapters so that you can still enjoy the Rainford Literary Canon from the comfort of your own home!
So sit back, relax and click on the links below to hear what happens to Christopher and his family in the remaining chapters of 'The Curious Incident of the Dog in the Night-time' by Mark Haddon...
Mr Brown - Chapter 193
Miss Hett - Chapter 197
Mr Penfold - Chapter 199
Miss Charlesworrth - Chapter 211 Part 1
Chapter 211 Part 2
### Year 12 Consultation Evening Thursday 4th February
A Virtual Year 12 Consultation Evening will take place on Thursday 4th February 2021:
On this page you will find:-
A link to make an appointmentA parent/carer guide to support with booking appointments can be downloaded below A video tutorial on how to attend appointments over video callParent letter Troubleshooting Issues FAQ's
The school has introduced a new intuitive and easy to use online appointment booking system. This allows you to choose your own appointment times with teachers and you will receive an email confirming your appointments. Following this, on the evening itself, you will need to log into the system again and all of the appointments will be conducted virtually.
The booking system will open on Wednesday 27th January at 6pm and close on Tuesday 2nd February at 12pm. Should you wish to make any changes after this date please contact the school office.
Please visit https://rainford.schoolcloud.co.uk/ to book your appointments.
If you do not have access to the internet, or you make appointments and find there are unexpected technical issues on the night, please contact Miss Fawley (c.fawley@rainford.org.uk) and she will collate feedback on your child’s progress.
Y12 Consultation Evening Letter and FAQ'sDownload
Parent-and-Carer-Guide-Booking-Appointments-1Download
Troubleshooting-Issues-1Download
Video guide on how to attend the appointment video-parents-how-to-attend-appointments-over-video-call
### Teacher of Science (2 Vacancies)
TWO TEACHERS OF SCIENCE
Full Time, Permanent Position
MPS/UPS
Required from 1st September 2021
If you want to innovate, lead, support and develop the Science experience to the highest standards in a focused and developing team, then Rainford High could be for you.
You must have the ability to teach Science lessons across all aspects of the KS3 to KS5 curriculum at this successful 11-18 school.
To apply, completed Application forms and letter of no more than 500 words should be returned to
Mrs Julie Kershaw, Principal’s Personal Assistant
J.Kershaw@rainford.org.uk
Closing Date: 12pm – Monday 1st February 2021
Teacher-of-Science-Letter-Jan-21Download
Science-Teacher-Person-Specification-Jan-21Download
Academy-Application-Form-Teaching-Staff-2Download
### Year 10 Law Factor Success
We are delighted to announce that the following students in Year 10 have all won a place on Liverpool John Moore's University's Law Factor Programme, following successful submission and school support of their applications prior to Christmas.
The programme is hosted by global law firm DWF (in conjunction with LJMU) and will allow students to gain an insight and develop skills required for success in the legal profession. Many congratulations to all our successful students Amy M, Laura K, Faith H-G, Georgia K and Rachael A.
(Photo by Sora Shimazaki from Pexels)
### Parental Update 14/01
Dear Parents/Carers,
Following some discussions, I just felt it was important to give an overview of what the Rainford High community has continued to do during the pandemic.
As a school, during the pandemic we have never closed our doors to the children, we have embraced the challenges that we have faced and have maintained a focus on our student's learning and well being. I am pleased that by working with our school staff, they all feel supported and are happy to come to work in the school and deliver live lessons without issue and are happy to come into, what they see as, a safe and supportive environment. This is not the case in all schools.
We have ensured that students and families have been contacted and supported and tried to answer and resolve all queries and issues. The school team has made thousands of calls and many more email responses to our community's questions. I have had staff attend a number of significant safeguarding issues through lockdown, at students homes and outside of school hours, to maintain their safety and well being. We have continued to support our less fortunate families when there have been issues with free school meals and other challenges the pandemic has created.
I am delighted that, unlike the national picture, our SEND students have been happy to return to the school environment and families are supportive of the school, to such an extent that the most vulnerable of our community, with the highest needs, continue to attend school, as they and their families appreciate the commitment and support they receive within the school building, even during a national lockdown.
School staff have trained and set up a lateral flow testing centre, within three days, to support our community in remaining safe and reassured, with no consideration of the additional risk, however flawed or inaccurate the tests may turn out to be. As a school, we have tested all staff and students on site, who have wanted a test, with no positive results so far. As a community, people are supportive of the greater good.
As a school, we have provided over £80,000 worth of IT equipment, from the schools resources, above that which has been provided by the Government, to ensure students' learning can continue during periods of lockdown. We have acted swiftly to ensure we have received the full entitlement of Government funded devices that our students are entitled to. This means we are now able to consider which families have multiple students attending our school and try to provide more support to make their learning and progress easier and more effective, rather than them having to share a single device and pick and choose which live lessons they are able to attend.
We are committed to the Mental Health and Well Being of our students and take the view that being in a virtual environment from 9.25 to 3.15, with 50 minutes break across the day, 5 days a week, is in our opinion unhealthy and detrimental to students physical and metal well being.
We are also committed to developing students who have the skills of independence, resilience and personal organisation. By viewing the lockdown and the challenges of the pandemic as an opportunity to give them an amount of flexibility to manage their study and practice these other skills, in my opinion, is a step forward and an opportunity to prepare them adequately for the next stages of their education and life.
Through lockdown one, the school continued to consider the wider needs of our student community, running virtual reading weeks, careers weeks and a mental health and well being week, as well as providing an online Aspirations week last week. As well as running a charitable effort to support our wider community, before Christmas, that saw our school deliver over 30 hampers to various good causes, along with significant contributions to food banks and other local charities.
Our offer of remote learning provides 5 hours of remote learning a day for every child who attends Rainford High. The percentages for live lessons we lay out are minimum expectations for staff and for students. Our offer meets and exceeds the criteria set out by the Government and the teaching staff are committed to develop how they deliver online live lessons as effectively as possible. Part of our rationale has considered the challenges of running a live and a virtual school and parts of those considerations have been the school staff, as without their support and professional commitment, the offer would be poorer by far.
Our ethos of Everyone Matters, Everyone Helps and Everyone Succeeds applies to the entirety of our community and we continue to try to deliver this for all our community in these continuing times of challenge.
To the school team of staff, students and parents, I would take a moment to breathe, reflect and to have a well deserved collective sense of pride for what our community has and will continue to achieve during the coronavirus pandemic. Thank you for your support and positive spirit, even when things have not gone according to plan.
Have a good weekend.
Ian Young
Principal
### Annual Report 2019-20
Please click the link below to download our annual report.
Annual Report 2019-20
Employees-with-a-gross-annual-salary-of-100000-or-moreDownload
### Parental Update 08/01
Dear Parent/Carers,
It feels as if a week is a long time in lockdown and politics. So far this week as school we have:
Moved to remote learning due to lockdown. Our model is 75% live lessons at KS4 and KS5 with a minimum of 50% live lessons at KS3 this is due to the feedback we have gathered regarding students working in a virtual environment for 5 hours a day. We are developing how we communicate lessons and tasks so it is easier for parents to follow and understand and makes your life as easy and hassle free as possible.
Started Critical Worker School that has been well attended and the students have been a credit to themselves and their families
We have decided to continue with BTEC/Vocational exams for Year 13 and Year 11 as we believe the school environment is safe for us to do so and it would be wrong to deny students the opportunity to test themselves when they have prepared thoroughly for the examination. However, we have decided to allow the students the choice of whether to sit the exams or not. We will ensure whatever the student does they will not be disadvantaged in the process.
At the present time we have placed mock exams on hold but they may well take place in some form in the future. As they could make up a useful piece of evidence to support teacher assessed grades.
We will start to look at the teacher assessed grades for GCSE and A level and develop a transparent and rigorous approach to ensure students receive a fair and appropriate grade for their efforts, progress and development.
We have trained staff and set up a Lateral Flow Test Centre to allow the school to test staff on a weekly basis and students. We will contact parents regarding consent for testing as required.
We have also launched our online Aspirations Event that I would recommend students and parents have a look at over the next couple of weeks to support students in considering their future career options.
Free School Meal Vouchers will come as physical vouchers via the school from St Helens Council. These will be distributed in three lots one this week/ early next week, another in mid January and a final set for this half term at the start of February.
Can I once again thank parents and carers for their support. If there any issues regarding online learning or any other concerns please do not hesitate to contact the school so we can offer help and support at this challenging time.
Kind regards
Ian Young
Principal
### Update: Letter to Parents 05/01
Dear Parent/Carer,
Unfortunately, I am communicating what you already know; that due to the coronavirus pandemic, Rainford High will be closed until at least February half term, with students, on the whole, accessing remote learning at home.
Our remote learning offer is based on a minimum of 50% live lessons in all subjects, with the rest of the learning time based on supported tasks and activities for students to complete. We will not be offering a 100% live on line lesson timetable, due to the challenges and mental health issues this approach can create for students being in virtual meetings for five hours a day.
At present the Government has confirmed that GCSE and A level examinations have been cancelled but we have not been informed of what process will run in their place. For Year 11 and Y13 students BTEC and Vocational examinations will run as planned this month. We will continue to assess and develop our young people so they can show their ability and be awarded the grade they deserve for their effort, skills, and development during their studies. I will contact you early next week to confirm what this will mean in practice for your sons and daughters.
We will make regular contact with yourselves, as parents, and with our students during this period of lockdown. We will also continue with significant school events online, such as Aspirations Week ( running this week) , Options Week as well as online rewards events to maintain our school community during this challenging period.
We appreciate that this period will bring different challenges for families, so if there are issues around accessing the remote learning provision or anything concerning the well being of your child, please do not hesitate to get in touch.
Kind regards
Ian Young
Principal
### Letter Regarding Changes to January Opening
Dear Parent /Carer
Thank you for your ongoing support and patience. I thought I had written my final communication of 2020 and we could all have a peaceful and restful Christmas looking forward to a better 2021.
Unfortunately I have been informed yesterday afternoon and evening that in order to introduce testing of staff and students in secondary schools there will be a staggered start to the January term.
This means school will reopen as planned on the 5th January but will only be open to Y11 and Y13 as well as identified groups of learners from the guidance. This means that Years 7, 8, 9, 10 and 12 will all receive remote learning for four days and then return to school on the 11th January.
The school will make a decision regarding our involvement in non symptomatic testing based on the best advice available and in the best interests of the school community. Students will receive remote learning for all lessons with 50% of lesson time being via google classroom live lessons and the other 50% will be set tasks for independent learning during the period of the 5th January until Friday 8th Friday.
If anyone has any concerns regarding remote learning during this period please could you contact the school and we will try and address any issues and concerns.
This Government announcement has been made right at the end of the term and leaves little flexibility in approach or detail about what the process will look like. As from the beginning of the pandemic we will do our best to keep you informed and educate our young people and keep our community safe.
I appreciate that this will cause significant inconvenience once again to parents and students. We hope this is minimal and we will continue to do everything we can to ensure our young people have the best experience we can provide.
I will continue to keep you updated with any further news of adjustments or changes to the new term.
Once again I wish you all a peaceful and happy festive period.
Yours sincerely
Mr Ian Young
Principal
### Other Links
National Citizenship Service
https://www.gov.uk/government/get-involved/take-part/national-citizen-service
https://wearencs.com/what-is-ncs
Virtual Work Experience Career Days
https://www.careerdays.co.uk/
Other Useful Career Related Links
Unifrog
Parents - an introduction to Unifrog (loom.com)
https://www.unifrog.org/sign-in
Careers Connect
https://www.youtube.com/watch?v=f_xAQNNi4pA&feature=youtu.be
St. Helens Chamber
https://www.sthelenschamber.com/
### Further Education
Rainford Sixth Form College
https://www.rainfordsixthform.org.uk/
MD Productions
https://wetransfer.com/downloads/105689e078de00d650adf25dce85cf3c20201120083453/1cd6dd42e34412dc5e48c8eb444f349c20201120083514/5bf129
David Campbell Soccer Schools
http://www.davidcampbellsoccer.com/
Everton Football College
https://www.evertonfootballcollege.com/
Myerscough College
https://vimeo.com/myerscoughcroxtethpark
St. Helens College
http://bit.ly/shc-welcome
www.sthelens.ac.uk/virtualopenevent
https://sthelens.ac.uk/prospectuses
www.sthelens.ac.uk/apply
Knowsley College
www.knowsleycollege.ac.uk/virtualopenevent
www.knowsleycollege.ac.uk/prospectus
www.knowsleycollege.ac.uk/apply
Carmel College
www.carmell.ac.uk
https://connect.carmel.ac.uk/course/view.php?id=91
Winstanley College
http://www.winstanley.ac.uk/
Cronton College
https://www.cronton.ac.uk/
St John Rigby College
http://sjr.ac.uk/
Jelli Studios – Theatre / Arts College
http://www.jellistudios.co.uk/
### T- Levels
https://www.tlevels.gov.uk/
https://amazingapprenticeships.com/resources/
https://www.gov.uk/government/publications/introduction-of-t-levels/introduction-of-t-levels
https://www.bing.com/videos/search?q=t+levels&docid=608018402840348242&mid=DDC67ABD3F483CD0BC11DDC67ABD3F483CD0BC11&view=detail&FORM=VIRE
### Apprenticeships
Parent-Pack-Jan-2021Download
Parent-Pack-Feb-2021.pdf (amazingapprenticeships.com)
Apprenticeships with St Helens Chamber:
https://vimeo.com/501807374
Other Links
https://www.ucas.com/events/discover-apprenticeships-387366
https://www.apprenticeships.gov.uk/#
https://amazingapprenticeships.com/resources/
Apprenticeship myth busting with JP Morgan - YouTube -
Amazing Apprenticeships: 5 key messages about apprenticeships - YouTube
Dom, Fledglink: why I chose an apprenticeship over university - YouTube
Apprenticeship Opportunities
Manufacturing-Apprentice-advert-2021Download
Engineering-Apprentice-advert-2021Download
Asset-Management-Degree-Apprenticeship-job-descriptionDownload
MS-Bank-Job-DescriptionDownload
WPB-Degree-Apprenticeship-External-Job-DescriptionsDownload
### Aspirations Event 2020-21
CEIAG Complete
Aspirations Event Letter for Parents
### Higher Education
Cambridge University
https://www.cam.ac.uk/
Oxford University
https://www.ox.ac.uk/admissions/undergraduate/student-life/oxford-you
https://www.ox.ac.uk/admissions/undergraduate/applying-to-oxford/videos
St. Peter’s College (Oxford)
https://www.spc.ox.ac.uk/covid-19-outbreak-school-support
Manchester Metropolitan University
https://www.youtube.com/channel/UCu1WprNwfb5hwzjkVZ0oOHg/featured
https://www.youtube.com/channel/UCu1WprNwfb5hwzjkVZ0oOHg/featured
https://www.mmu.ac.uk/student-life/teaching-and-learning/rise/
http://www.mmu.ac.uk/course-enquiry
www.mmu.ac.uk/chatwithus
University of Chester
https://www1.chester.ac.uk/outreach/resources
https://www1.chester.ac.uk/departments/outreach/news-and-resources
https://www1.chester.ac.uk/outreach/events
https://www1.chester.ac.uk/sign-up-for-updates
Liverpool Hope University
https://www.hope.ac.uk/virtualtour/
https://www.hope.ac.uk/visitus/
https://www.hopesu.com/
Liverpool John Moore’s University
https://www.ljmu.ac.uk/study/undergraduate-students/outreach/virtual-delivery-outreach-support
Edge Hill University
https://www.edgehill.ac.uk/
Stafford University
https://www.staffs.ac.uk/visit?utm_source=bing-ads&utm_medium=ppc&utm_campaign=UG-PG-2021&msclkid=cf5709b782ed1da44cf2560b5272f415
SAE Institute Liverpool (Creative Media)
https://www.sae.edu/gbr/openday
www.sae.edu
Leeds University
https://www.leeds.ac.uk/
University of Central Lancashire
https://www.uclan.ac.uk/
University Campus of Football Business (UCFB)
https://www.ucfb.ac.uk/
https://twitter.com/ucfb
https://www.instagram.com/ucfbuk/
https://www.facebook.com/ucfb/
### Other Employers
Unilever
https://www.unilever.com/
CITB
https://www.citb.co.uk/about-citb/jobs-at-citb/
MD Productions
David Campbell
http://www.davidcampbellsoccer.com/
LCR Creating Careers: O'Conners LLP, Step Into Law - YouTube
### Employers
### NHS
NHS St. Helens CCG
https://www.healthcareers.nhs.uk/
https://www.healthcareers.nhs.uk/FindYourCareer/tool
https://www.stepintothenhs.nhs.uk/
https://www.stepintothenhs.nhs.uk/careers/take-the-test
https://www.stepintothenhs.nhs.uk/apprenticeships
St Helens and Knowsley Teaching Hospitals NHS Trust
http://www.sthk.nhs.uk/volunteering
North West Ambulance Service
https://www.nwas.nhs.uk/
### Forces
Royal Navy and Royal Marines Recruiting
https://www.royalnavy.mod.uk/
https://www.youtube.com/user/RoyalNavyRecruitment
https://www.royalnavy.mod.uk/careers
https://www.youtube.com/user/RoyalMarinesOfficial/videos
https://www.facebook.com/RoyalNavyRecruitment/
Royal Air Force
https://www.raf.mod.uk/what-we-do/overview/
Army
https://jobs-ar.my/virtualacc
### Subject Information and Support
Please find below a Subject Information and Support booklet which consists of subject specific information relating to each examination course.
_KS4 Subject Information & Support booklet
The guide below is designed to give you advice on how to best support your son/daughter in making good or accelerated progress in their examinations.
_RHS Making Outstanding Progress Exam 2021
### Mock Examinations
Year 11 Mock Examinations
Monday 11th January – Friday 22nd January 2021
Formal written mock examinations for Year 11 students will start on Monday 11th January and finish on Friday 22nd January. Students will receive a personalised timetable prior to the start of the examinations. Like in previous years, the mock examinations will take place in the Sports Hall in formal examination conditions. All students are expected to arrive on time for all of their examinations.
On this page you will find the examination timetable, information for students and a copy of the letters to parents:
https://rainford.org.uk/wp-content/uploads/2020/12/Mock-Exams.m4v
Y11 Mock Examinations Timetable January 2021
Y11 Mock Examinations Letter November 2020
Y11 Mock Examinations Letter December 2020
Should you have any questions about the mock examinations, please contact Mrs Cross, Director of Stakeholder Academic Engagement, at the following email address: l.cross@rainford.org.uk
### October School
Re: Y11 and Y13 Remote Learning – October half-term
Dear Parent/Carer,
I’m delighted to be able to write to you with details of remote learning sessions that will take place over October half-term to support Year 11 and 13 with their studies.
As you are aware, this is a crucial time in your child’s education. Anything you can do to maximise the support on offer from the school, as well as encouraging independent study at home, will help to improve students’ outcomes. If your child is absent from school, and would like to attend sessions, please contact the teacher delivering the session for access.
Over October half-term, we would appreciate your support with the following:
Encouragement of your child’s attendance to remote sessions (the timetable for this is included and is available on the website)
Reinforcement of independent study – we would recommend that students complete approximately 1-2 hours per day over the break;
Whilst all of the above is integral, we would also like to remind both students and parents of the need for students to rest and have opportunity to refuel. Most students are working exceptionally hard and have earned a well deserved break.
If you have any questions/queries regarding our October half-term events, please don’t hesitate to contact me, Miss Trivedi (s.trivedi@rainford.org.uk) or Mr Fletcher (g.fletcher@rainford.org.uk).
The timetable of sessions can be downloaded here: Timetable of Sessions
Mrs Laura Cross
Director of Stakeholder Academic Engagement
L.cross@rainford.org.uk
### Make Your Mark
Make Your Mark / UK Parliament – Ben’s Campaign
In Support of Our Y11 Member of the Youth Parliament for St Helens
Working within the school’s ethos of Everyone Matters, Everyone Helps, Everyone Succeeds and in order to support Rainford High’s aim of ensuring all students have access to high quality Personal Development that allows them to be well-informed members of school, local, national and international communities Rainford High has become one of over 900 schools, colleges youth groups and partner organisations in the UK, who have signed up to this years’ Make Your Mark campaign.
What is Make Your Mark?
Make Your Mark is the largest youth consultation in Europe, and it gives young people aged 11-18 years old a chance to have their say on the issues that matter to them.
Each year, there are 10 topics voted for by Members of Youth Parliament (who are voted for by young people every two years and represent their constituencies young people in the House of Commons).
These 10 issues then form the Make Your Mark Ballot and millions of young people from across the UK vote on the issue that they want to see tackled the most.
The top 5 issues voted for by young people then get debated in the House of Commons by Members of Youth Parliament in the UK Youth Parliament (UKYP), annual debate, and from this one issue will become the UKYP’s campaign for the year.
This year, the most voted for issue will be drafted as a bill, meaning that it could become a law.
The issues voted as most important will be the focus of the UK Youth Parliament’s 2021 campaigns. Members of Youth Parliament will campaign to influence UK Parliament and their local representatives, ensuring that the views of young people are listened to by decision-makers.
The virtual ballot paper, asks 11-18 year olds to vote on one UK-wide topic and one local topic that is most important to them. Online voting closes on 30th November and is solely through the UK Parliament Week website
### Covid 19 Catch Up Premium Funding
Rainford High will receive £118000 to support students in catching up and recovering due to absence during the pandemic. Schools should use this funding for specific activities to support pupils to catch up for lost teaching time over the previous months.
For details on how we will be using this fund please download the document below:
Covid 19 Catch Up Premium Funding Plan 2020-21
### NWLP Initial Teacher Training
Become a teacher with the North West Learning Partnership
Our Initial Teacher Training (ITT) Programme is a unique Teacher Training programme for graduates, in partnership with Liverpool John Moores University (LJMU).
Delivered by the North West Learning Partnership (NWLP), the taught element of the ITT Programme is delivered by outstanding and specialised trainers from its teaching school partnership – headteachers, specialist leaders in education, experienced consultants and outstanding practitioners who are still involved in teaching.
The programme focuses on developing your subject knowledge and subject pedagogy as well as the all-round knowledge and skills to be a great secondary professional.
Benefits of training with the NWLP:
· High employment rates with many trainees gaining employment at schools within the Partnership
· All home and away placements at Good and Outstanding schools
· Placement schools local to you from our network across the North West, including St Helens, Wigan, Liverpool, Halton and Knowsley
· Highly effective personalised programme of support bespoke to the trainee from the ITT team and a school-based Professional mentor
· Access to the NWLP programme of Subject Specific Early Career Teacher training
· Access to all NWLP CPD courses as an ECT
We pride ourselves on the culture within Rainford High and are proud to be a great place to learn and work. Trainee teachers are always treated as professionals who are part of the school team as Everyone Matters, Everyone Helps and Everyone Succeeds.
### Tony Lloyd
Dr Tony Lloyd is the CEO of the ADHD Foundation - the largest patient led ADHD agency in Europe. Dr T Lloyd is a co author of three national reports on ADHD in the UK; A Lifetime Lost or a Lifetime Saved’ and ‘Bridging the Gap’ report published in 2017 and launched at the EU parliament in Brussels on improving transition from Child to adult mental health services, using ADHD as a case study. Tony also contributed to the DEMOS report on the’ Social and Economic Impact of ADHD, published in Feb 2018 and co-authored the report ‘Will The Doctor See me Now’ published in 2019 on health inequalities and access to adult ADHD services in the UK.
### Welcome Events 2024-2025
Please find the key information from the Year Group Welcome Events:
Y7 Welcome Event 2024
Y7 Welcome Event Tutor Slides 2024
Yr7 Parent Support Booklet 2024
Year 10 Welcome Event 2024
Yr10 Parent Support Booklet 2024
School Synergy - Student support
### Year 11 Parents' Evening Thursday 12th November
Dear Parent/Carer
Year 11 Parents’ Evening – Thursday 12th November 2020 – 5pm-7:30pm
I would like to invite you to attend our Virtual Parents’ Evening on Thursday 12th November. This is an important evening and provides you with an opportunity to discuss your child’s academic progress with their subject teachers.
The school has introduced a new intuitive and easy to use online appointment booking system. This allows you to choose your own appointment times with teachers and you will receive an email confirming your appointments.
In response to feedback regarding Parents’ Evenings in the past, you will be able to book appointments with your child’s option subject staff, including Separate Sciences, on the above date. There will be an additional Parents’ Evening after the mock examinations where you will have the opportunity to talk to their English, Maths and Combined Science teachers.
The booking system will open on Wednesday 4th November at 6pm and will close on Tuesday 10th November at 12pm. Should you wish to make any changes after this date please contact the school office.
Please visit https://rainford.schoolcloud.co.uk/ to book your appointments. A short guide on how to add appointments and join each video call is included with this letter, along with some frequently asked questions which we hope you find useful.
If you do not have access to the internet, or you make appointments and find there are unexpected technical issues on the night, please contact Miss Trivedi (s.trivedi@rainford.org.uk) and she will collate feedback on your child’s progress.
Yours sincerely,
Mrs Laura Cross
Director of Stakeholder Academic Engagement
L.cross@rainford.org.uk
Please download the guides below to help you make an appointment and attend online.
Y11 Parent Guide - Parents' Evening
Y11 Parent Guide - How to attend appt over video call
### Recommended reads
### Rainford E-Library
To access the e-platform please follow the link here : Rainford E-Reading
For more information please read this letter: E-platform Introduction letter
Download instructions on how to access our E-Library here: How to log in to elibrary
Download instructions on how toe change the settings on your E-Library app here: How to change settings on phone app
### 9. CEIAG Links
Careers Links (general)
https://www.unifrog.org/
https://growthplatform.org/talent/careers-hub/
https://nationalcareers.service.gov.uk/explore-careers
https://login.startprofile.com/login.aspx
https://www.careerpilot.org.uk/
https://www.ucas.com/further-education/ucas-progress/getting-started/what-are-my-options-after-gcses-or-national-5s
https://learnliveuk.com/careers/
https://www.healthcareers.nhs.uk/
Here’s your link for easy access to our Transition to employment toolkit for young people.
Labour Market Information
http://www.lmiforall.org.uk
Sixth Form Colleges
https://www.rainfordsixthform.org.uk/
https://www.carmel.ac.uk/
Further Education Colleges
http://www.winstanley.ac.uk/
https://www.sthelens.ac.uk/
http://sjr.ac.uk/
https://www.cronton.ac.uk/
https://www.knowsleycollege.ac.uk/
www.liv-coll.ac.uk
https://wigan-Leigh.ac.uk
Apprenticeships
https://www.ucas.com/events/discover-apprenticeships-387366
https://www.gov.uk/apply-apprenticeship
http://www.apprenticeshipguide.co.uk/
https://www.notgoingtouni.co.uk/
https://www.gov.uk/government/collections/traineeships--2
University
https://www.ucas.com/
https://www.theuniguide.co.uk/
https://www.whatuni.com/
https://www.thecompleteuniversityguide.co.uk/
https://www.prospects.ac.uk/careers-advice/what-can-i-do-with-my-degree
www.goconstruct.org/construction-jobs/career-explore
https://www.goconstruct.org/educational-resources/personality-quiz/
https://www.goconstruct.org/construction-careers/what-jobs-are-right-for-me/
https://getintotheatre.org/blog/complete-list-of-jobs-in-theatre-industry
https://www.lawcareers.net/Starting-Out/Beginners-Guide-Career-Law
https://www.careerpathwaymaps.co.uk/hospitality-career-map/ -
https://discovercreative.careers/#/
### Protect Your Education
### Covid: Guidance for Students
https://rainford.org.uk/wp-content/uploads/2020/10/RAINFORD-COVIDEO-1.mp4
### School Mental Health and Wellbeing Co-ordinator (SCP 7-11)
School Mental Health and Wellbeing Co-ordinator
SCP 7-11 (£20092 - £21748 pro rata)
Full Time 37 hours per week all year round / Annualised Hours considered
We are seeking to appoint a Mental Health and Wellbeing Co-ordinator to proactively lead on and promote positive mental health and wellbeing amongst staff and students.
Rainford High Technology College is committed to safeguarding children
To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhance DBS check.
Closing date: Wednesday 2nd December 2020, 5pm
Applications to be sent to J.Kershaw@rainford.org.uk
Job Description
Job Spec
Application Form
### CEIAG Visitors & Events
Dear parents / carers,
In support of our students' future Career aspirations, please find details attached of upcoming (Termly) series of events designed to give parents insider knowledge about the industries young people aspire to break into (including Dentistry, Medicine and Veterinary Science); delivered by top professionals from those fields.
These events are free of charge and delivered via Zoom.
Regards,
Miss M Donovan
Director of Personal Development and CEIAG
Application-for-Provider-Access
### Advice for Self-Isolation due to the closure of Rainford High School
Advice for Child to Self-Isolate for 14 Days due to the closure of Rainford High School
Dear Parent/Carer,
As you are aware we have been advised by Public Health England that there has been a number of confirmed case of COVID-19 within the school and the wider community.
We have followed the national guidance and have identified that all children have been in possible close contact with an affected child which has led to us being recommended to close the school until Monday 12th October. In line with the national guidance it is recommend that your child now stay at home and self-isolate until Friday 9th October.
We are asking you to do this to reduce the further spread of COVID 19 to others in the community by your child staying home for 14 days. This means your child is not to leave home (except for testing), and any exercise must be taken within your home.
If your child is well at the end of the 14 days period of self-isolation, then they can return to usual activities. A negative test does not mean that your child can return to school earlier than 14 days and int his case does not apply due to the whole school closure.
Other members of your household can continue normal activities provided your child does not develop symptoms within the 14 day self-isolation period. We appreciate the disruption and challenges this will cause but this action is in order to save lives and reduce the risk to the most vulnerable in our community.
Please see the link to the PHE Staying at Home Guidance.
https://www.gov.uk/government/publications/covid-19-stay-at-home-guidance/stay-at-home-guidance-for-households-with-possible-coronavirus-covid-19-infection
https://www.gov.uk/law-on-leaving-your-child-home-alone
What to do if your child develops symptoms of COVID 19
The main symptoms of COVID 19 are
a high temperature – this means you feel hot to touch on your chest or back (you do not need to measure your temperature)
a new, continuous cough – this means coughing a lot for more than an hour, or 3 or more coughing episodes in 24 hours (if you usually have a cough, it may be worse than usual)
a loss or change to your sense of smell or taste – this means you've noticed you cannot smell or taste anything, or things smell or taste different to normal
If your child develops symptoms of COVID-19, they should remain at home for at least 10 days from the date when their symptoms appeared as advised in https://www.gov.uk/government/publications/covid-19-stay-at-home-guidance
You should arrange for testing for your child via https://www.gov.uk/guidance/coronavirus-covid-19-getting-tested or via 111.nhs.uk
We would encourage you to contact the following number for local advice and guidance: St Helens Contact Cares on 01744 676767 or email: contactcares@sthelens.gov.uk
All other household members who remain well must stay at home and not leave the house for 14 days.
The 14-day period starts from the day when the first person in the house became ill.
Household members should not go to work, school or public areas and exercise should be taken within the home.
Household members staying at home for 14 days will greatly reduce the overall amount of infection the household could pass on to others in the community
If you are able can, move any vulnerable individuals (such as the elderly and those with underlying health conditions) out of your home, to stay with friends or family for the duration of the home isolation period
Need help?
If you’re isolated by coronavirus and need help, please call 01744 676767 to find out what support is available.
There are volunteers around St Helens who can do things like:
Pick up your food shopping, essential supplies or medication and leave them on your doorstep
Have a friendly chat with you on the phone
Walk your dog
There is also a community hub operating, from which food parcels are delivered each week to our most vulnerable residents.
Symptoms of COVID 19
The most common symptoms of coronavirus (COVID-19) are recent onset of:
new continuous cough and/or
high temperature and/or
a loss of, or change in, normal sense of taste or smell (anosmia)
For most people, coronavirus (COVID-19) will be a mild illness.
If your child does develop symptoms, you can seek advice from NHS 111 at https://www.nhs.uk/conditions/coronavirus-covid-19/check-if-you-have-coronavirus-symptoms/or by phoning 111.
How to stop COVID-19 spreading
There are things you can do to help reduce the risk of you and anyone you live with getting ill with COVID-19
wash your hands with soap and water often – do this for at least 20 seconds
use hand sanitiser gel if soap and water are not available
wash your hands as soon as you get home
cover your mouth and nose with a tissue or your sleeve (not your hands) when you cough or sneeze
put used tissues in the bin immediately and wash your hands afterwards
Further Information
Further information is available at https://www.nhs.uk/conditions/coronavirus-covid-19/
Yours sincerely,
Ian Young
Principal
### Important Update: School Closure Until 12th October
Dear Parent/Carer
As you are aware, under the guidance of Public Health England with the support of the St Helens Test and Trace Team, 1100 members of the school community were tested for Covid 19 on Thursday and Friday last week.
Unfortunately, a significant minority of students tested positive for coronavirus whilst presenting as asymptomatic. This brings the total number of live cases to just below 40. Indications are that Rainford High is suffering from transmission into the school from the community across all year groups.
Due to the risk this presents to the school and wider community it has been recommended we close Rainford High with immediate effect and will open on Monday, 12th October, when we hope to resume with a full return to school.
The school has followed all national guidance and our risk assessments and procedures have been regularly reviewed, and has been working together closely with the local authority health and safety team and Public Health England. The school team has worked incredibly hard to ensure a safe environment for our community and have taken a proactive and proportionate approach with Public Health England which led to the unprecedented mass testing of a school community in the North West of England.
This process has been enlightening and will help us move forward successfully in the future. It has highlighted the challenge that asymptomatic transition represents to the day to day operation of schools in the current regional and national context.
A joint letter form the school, Public Health England and St Helens Council will follow later today explaining the expectations of students and families over this period of remote home learning.
All of the decisions we have made from the beginning of the pandemic have been focused on the best interests of our school and wider community and they will continue to do so.
From tomorrow all learning will continue remotely until we return on Monday 12th October. The school team will continue to work from the school site during this period to ensure a consistency and quality of the student learning experience for this period of time. A letter explaining in detail how the remote learning will be delivered will follow by 3.30pm today.
Yours sincerely
Mr Ian Young
Principal
### Important Update: School Closure Monday 28/09
Dear Parent/Carer
Thank you for your ongoing support. Yesterday and today we have had the unprecedented opportunity to have many of our school community tested for COVID 19, in order to have a clear understanding of the spread of the virus in school, due to the support and intervention of Public Health and the Local Authority.
This comes after we have had a further 4 student cases and a member of staff has also tested positive. This has led to a number of students being asked to self isolate in Year 7 and Year 9.
We hope that when reviewing the results of the testing that we have few new cases and are able to carry on as normal, or take appropriate action to reduce infection and improve the safety of the school and wider community. For this to happen if your child receives a positive test result could you inform us by emailing covid@rainford.org.uk
However, it is possible that we have a significant increase in the prevalence of COVID infection in the school community due to asymptomatic cases being identified through the mass testing that has been conducted at the behest of Public Health. Due to the fact results will start to arrive with you over the weekend and we cannot anticipate the outcome it has been decided that the school will be closed on Monday to allow ourselves and Public Health time to analyse the situation and take the most appropriate course of action to keep our school community and wider community safe. Students will be able to access remote learning on Monday in all timetabled lessons via google classroom where this is possible. If you need support with accessing google classroom please follow the link below:
https://rainford.org.uk/wp-content/uploads/2020/03/Guide-to-Online-Learning-Platforms.pdf
By informing you now of this decision I hope it gives you time to make arrangements for Monday with the least amount of inconvenience possible. We are very sorry for the inconvenience we know this will cause, but leaving this decision until Sunday would not be sensible.. We will update you as soon as possible on Monday afternoon as to the outcome and plans for the school reopening.
Thank you again for your support and understanding as we attempt to manage this challenging and continuously changing situation as well as possible.
Yours sincerely
Mr Ian Young
Principal
### Remote Learning
Live-Lesson-Timetable-wc-Monday-22nd-FebruaryDownload
Remote Education Provision Information for Parents
Remote Home Learning Update for Parents January 2021
Video Guide for Parents: Remote learning, Show My Homework and Google Classroom
For guidance on how to access our remote learning platforms please follow the link: Online Platforms Guide
### Message to Parents from Mr Young 14.9
Dear Parent/Carer
Thank you for your patience and support. We are pleased with the student response to wearing masks in corridors and indoor communal areas. We are looking to reinforce this expectation over the next few days, so please support us in explaining to your children that this is for everyone's safety and wellbeing.
I can inform you that we have a second member of staff who has tested positive, along with three cases in our student community; two in the Sixth Form and one in Key Stage 4. Having spoken with Public Health England this weekend, at this point they feel a proportionate approach of identifying suspected close contacts, rather than asking whole year bubbles to self isolate for 14 days, is the most appropriate course of action.
We are in regular contact with Public Health and all decisions are made with the best interests of our community in mind, based on the information we have.
Can I ask that parents continue to act in a supportive manner around school drop offs, letting children walk a little further to school to reduce congestion and traffic nearer to the school site.
We will keep you updated when we have concrete information that we are able to share safely and responsibly. It would be greatly appreciated if you can let us know if your child is showing symptoms or has received a positive test result, so that we can manage the situation and inform our community of the Covid 19 situation within the school.
Yours sincerely
Ian Young
### Reopening Letter for Parents and Carers September 2020
Dear Parents/Carers
I would like to thank you all for being so patient as we respond to the changes in guidance for the reopening of schools. We are excited to welcome all students back to school, with Year 7 coming in for a morning on Friday 4th September and everyone returning to school on Monday 7th September.
These will no doubt be challenging and anxious moments for our community, but as long as we are all sensible and work together, we will do everything we can to make our return as safe as possible.
Last week saw clarification on the use of face coverings and face masks in school. At Rainford High the rules in face coverings are as follows:
No student will wear a face mask in the classroom, as this is likely to disrupt the learning experience and process, unless there are exceptional circumstances, and these are agreed by the school.
Students may wear face coverings during social times such as break and lunchtime or on the few occasions when they will need to move around school. This is an option and not compulsory.
Students should wear face coverings while travelling to school on buses and public transport to reduce the risk for all.
If the local or national picture changes, the rules and guidance around face coverings may also change.
When students arrive at school, they will be expected to follow the school’s hygiene protocols of washing or sanitising hands, maintaining social distance when possible and following good respiratory hygiene protocols of catch it, bin it, kill it. Please remind students to adhere to these expectations. Students on arrival will be asked to go to their base room and form their year bubble from 8.35am.
Year 7 will be on the ground floor of East Block
Year 8 will be on the first floor of East Block
Year 9 will be in the North Block in the Performing Arts and Arts areas.
Year 10 will be in West Block
Year 11 will be in South Block
Room details will be posted in the school entrance and these areas of the school for students to find their rooms. A full list of forms and rooms is on the school website under the CoVid tab.
For students to be able to travel on school buses, they will need to register with the school and be allocated a space on their chosen bus. If parents and students do not register for a place on the appropriate service, due to the health and safety restrictions we are trying to uphold, we cannot guarantee them a place on the school bus and parents may need to make alternative travel arrangements at short notice. The school will be unable to support children who have not registered to be on a bus service for their journey home.
Students traveling by bus will need to register every afternoon in the designated waiting area to travel on their chosen bus, to ensure the groups can be managed for social distancing, the wearing of face coverings and the consistency of travel groups. Students who fail to support the system will face sanctions.
To ensure a successful return for all on the 7th of September we have issued an adjusted equipment list that we expect all students to bring every day from home. Due to the present situation, borrowing equipment is far more difficult and disruptive than ever before. This is therefore a key priority for learning and will be treated as such by the school.
The updated equipment list is: a pen, pencil, ruler, scientific calculator, red pen, mini white board, dry wipe pen, cleaning cloth and a glue stick. These will be needed by all students by Monday 14th September. After this date, students who are not fully equipped will be sanctioned. School uniform is as normal with blazers and ties. Students will be expected to carry all their equipment in a school bag.
Although there will be many changes, as laid out in the student expectation document, there are a small number of key actions and behaviours that will keep everyone as safe as possible. These can be summed up by the school ethos:
Everyone Matters: We expect our community to be polite and respectful: This now includes respect social distance and wash/sanitise hands frequently, catch coughs and sneezes. Respect the fact anyone could have an increased risk of complications from Co-Vid19 that you will be unaware of.
Everyone Helps: We expect our community to make sensible choices: This now includes helping to sanitise classrooms and work areas on entry and exit, follow the one way system when moving around the school.
Everyone Succeeds: We expect our community to work hard: This now includes working hard to make sure we are all safe and we reduce the risk for everyone.
We have tried to ensure that the school is Co-Vid secure for the return of students and staff, but our risk assessments and plans will be meaningless without everyone’s support. We are looking forward to welcoming our community back to school and learning. I have no doubt the next few months will be challenging, exciting and rewarding times.
Thank you in advance for your support.
Yours sincerely
Ian Young
Principal
### Transition Updates
Dear Parents/Carers,
Please find attached documents regarding the opening of school in September. The documents you have are:
1) A letter from Mr Young regarding opening school - School Reopening Letter
2) Student expectations to support our community - Student Expectations
3) Parent expectations to support our community - Parent Expectations
The documents have been sent to all of our school community. We also have a video showing the school and how it will operate in September that will be released on Friday 28th August. You will receive an email about this.
We are looking forward to meeting your children next Friday (Friday 4th September) for our new Year 7 transition morning, which is taking place from 8:30 - 12:30pm.
Below gives you the key details for the transition morning, as outlined in a letter in July.
Transition morning details - Friday 4th September:
As explained on the transition video that was released on Friday 10th July on our school website www.rainford.org.uk/transition, we are inviting Year 6 students to join us on Friday 4th September, before the term starts. This will enable your child to meet their tutor, have a tour around the school and learn about how Rainford works in preparation for the term start date of Monday 7th September.
If you haven't watched out guided tour of Rainford then go to www.rainford.org.uk/transition and watch the tour before your arrive to help you. This isn't a requirement but would help you prepare for our real tour on the day.
The key details are:
The transition morning will take place from 8:50-12:30pm at school, with students arriving to school from 8:30am.
School transport is not running as it is before the start of term, therefore students will need to make their own way to and from school. They will be allowed on site from 8:30am and they will leave at 12:30pm. They need to arrive at the front of school and walk to the entrance where they will be greeted by members of the senior leadership team. They will depart in the same way as they arrived. The morning will start with an assembly and they will then go to their forms.
Students are required to wear their full school uniform.
Students are required to bring a pen, pencil, ruler, scientific calculator, red pen, glue stick, mini whiteboard, whiteboard pen and a wiper, which is our required daily equipment.
Students will need to bring their own snacks for break time as the canteen will not be operating. We will be ending the event at lunch time, so no lunch is provided.
If your child has any medication then parents need to come to front of school to a medical station, which will be set up for this purpose, and the medication will be signed into school.
Please be aware that due to the current Covid-19 situation we are asking parents not to come on site on this morning. We look forward to you dropping your child off on their first day but we are unable to accommodate parents on school site as this may lead to too many people in the same area. Therefore, parents are invited to drop off their child and then depart when their child has entered school. If you have any concerns that need bringing to our attention, then please approach a member of the senior leadership team at the front of school, who will be happy to help.
If your child is nervous then please reassure them that this is completely normal and the purpose of the transition morning to help everyone get to know Rainford before the term starts on Monday 7th September.
If you have any queries about this morning then please email transition@rainford.org.uk
Kind regards,
Mr Kenyon
Assistant Principal
j.kenyon@rainford.org.uk
### School Reopening Letter
Dear Parent /Carer
As you know we are welcoming back all students from the start of September. This first communication will be followed by a video release of how systems will operate in school on the 28th August. There will be a final communication before school begins on the 4th September.
As a school we are following the Government guidelines to ensure all students and staff are as safe as possible on their return to school. To ensure this we have made a number of adjustments as to how the school will operate. This letter will summarise the main actions and expectations that will be in place for the school to operate safely.
The start of the school day
The school site will be open from 8.00am. If students want to come into the school site between 8.00am and 8.30am to access the breakfast facilities they will need a pass. We will be in touch to allow parents to request passes via text and email.
School buses will arrive from 8.25am. Disembarkation will be managed by a senior staff member to support social distancing. The buses have been designated as school buses the latest guidance recommends that students of 11 years and older should wear a face covering, this is not the law but a recommendation. This does not apply to those who are exempt from wearing a face covering. Students will need to remove their face covering correctly and place reusable coverings in a plastic bag upon arrival at school or dispose of single use masks in a waste bin.
Students will enter the building and be asked to hand sanitise or wash their hands as they make their way directly to their form base. All students will be in forms from 8.35am supervised by their form tutor to ensure students are maintained in year bubbles.
The school day will begin at 8.45am and form time will start at 8.50am. Students will be asked to sanitise hands on entry into the classroom. Year groups will be bubbled in areas of the school with most lessons taking place in their form room. Students will move groups within bubbles for Maths and Science. Students will be taught in mixed attainment groups across the curriculum in Y7-9.
Students will move around the school to access specialist facilities. When students access a new classroom they will be expected to support the safety of the whole community by sanitising their hands and wiping over their desk and chair with antiseptic fluid and disposable paper towel that has been applied to the surface by the member of staff in the classroom. This small action will support the safety of the whole school community and ensure we are all taking responsibility for helping the school run as normally as possible by letting students access specialist teaching rooms, thereby supporting the best delivery of the whole school curriculum as possible.
Break times and lunch times will be staggered and run across supersized periods 2 and 4. This will mean year groups will be on break for 15 minutes between 10.35 and 11.30 and will have 30 minutes for lunch between 12.30 and 2.00pm. Students will have a period in the canteen and then a period of time for some fresh air. This will be explained in detail in the video that will follow this letter.
While bubbling, students will be expected to maintain social distancing whenever possible and be supportive of the greater risk that COVID 19 poses to adult members of the school community due to age, underlying medical conditions and ethnicity.
Due to the need for staff and students to maintain social distancing wherever possible, we have made a change to our required equipment. We are asking that students come to school with a mini white board pen, mini white board and a cloth/board rubber in order to support safe classroom assessment techniques. Further details on this will be included on the video release. This will be part of required equipment as of Monday 13th September, along with a pen, pencil, ruler, scientific calculator, red pen and a glue stick. If you are unable to purchase this equipment, please can you contact your child’s Learning Leader during the first week so we can support and resolve any issues.
We have increased the number of cleaning staff working during the day concentrating on doorways and circulation areas. We expect students to support the school by sanitising or washing hands when entering classrooms, before and after break, lunch time and on entering and leaving the school site.
On the days your child has a PE lesson, they are required to come into school in uniform. Changing rooms will be in use and pupils will be asked to sanitise the area they use before and after use.
At the end of the school day students will be dismissed from the school site and will be expected to maintain social distancing when possible. Students who use the bus will be assigned a particular bus to ensure that bus usage can be managed and controlled for everyone’s safety. Students will not be able to switch between services as in the past unless previously arranged with the school and will need to be registered before they can board their designated service. Again we would recommend students wear a face covering and observe social distancing when preparing to and boarding the bus.
The school will still operate COVID secure after school detentions and catch up club, by sanitising on entry, wiping down desks and chairs and socially distancing. We will not be operating lunchtime detentions during this time due to the shortened lunches, but we will be operating standards break time detentions for incorrect equipment, late to school and incorrect uniform. The standards detentions will be bubbled by year group.
Clearly, the five key rules reflect infection control measures laid down in the Government Guidance:
Don’t come to school if you have COVID symptoms. Get a test; if it’s negative return to school. If it’s positive self-isolate.
Practise good respiratory hygiene - catch it, bin it, kill it.
Hand sanitise or wash your hands more frequently.
Practise enhanced cleaning regimes
Maintain social distancing where possible.
Along with this message we have included student and parental expectations for everyone to be clear on how to work safely with school from the start of term. On the school website you can view a copy of the whole school risk assessment which lays out our plans and approaches in detail. At this point all of these issues can be simplified to the school ethos of:
Everyone Matters – We expect our community to be polite and respectful - this means sanitise, social distance, support the system
Everyone Helps – We expect our community to make sensible choices – this means follow the system to help everyone stay safe.
Everyone Succeeds – We expect our community to work hard to support the system to keep our community safe and COVID free.
Yours sincerely
Ian Young
Principal
For more information on the schools Covid response, including information for parents, students and staff, please go to: rainford.org.uk/covid/
### Student Information Video for September
(Music From: https://www.bensound.com/royalty-free-music)
### GCSE success at Rainford High
Students returned to Rainford High onThursday 20 August to collect their GCSE results.
This year, results day was unlike any other but students and their families were feeling somewhat positive following the Government’s announcement on Monday, stating grades will now be given to students based on the higher of the exam board calculated grade or their teachers’ predictions.
Staff at the school are extremely proud of the young people's results, with a special mention to Maia Mocanu, Thomas Ralfs and Rebecca Crawley, who achieved a suite of 9’s across the board which is a reflection of their attitude and hard work.
Many students will continue their studies at Rainford Sixth Form. Some will go on to begin an apprenticeship whilst some will head straight in to the world of work.
Principal Ian Young said: “It is a shame that the last couple of weeks of A-level and GCSE results have been overshadowed by last minute announcements that have damaged student and staff confidence in the system that was meant to provide qualifications in a fair and rigorous manner.
“The class of 2020 has worked so hard throughout their time here but because of the pandemic they were unable to sit a single exam. Despite this, they have remained resilient and committed and we are so proud of them. Today is about celebrating their potential and success to make a difference moving forward. We are commemorating their achievements today so that the challenges of 2020 won't be forgotten by future years.”
Ian added: “We will still see many of our students around the school grounds as they continue their studies at Rainford Sixth Form, and with places still available, today’s results will help make up the minds of those still unsure.
“No matter what they choose to do next, I would like to wish each and every one of them the very best of luck for the future.”
Rainford High is an 11-18 school with just over 1600 students who achieve excellent examination results at both the end of Key Stage 4 and Key Stage 5. The school has a strong ethos of ‘Everyone Matters, Everyone Helps and Everyone Succeeds’ which the staff and pupils work continually to make this the day-to-day focus of the school.
### GCSE Results: Times to Collect
Due to the need to social distance, in order to keep our community safe. We are asking students and parents to attend school at the following times tomorrow in order to collect their results:-
8.15 - 11TMM and 11UNW
8.45 - 11RGB and 11DRR
9.15 - 11DXR and 11BYL
9.45 - 11PNJ and 11PNR
10.15 - 11HTS and 11ETR
Please note that there has been a delay in receiving results for some BTEC courses - these results will be sent to students and soon and we receive them.
### GCSE and A-Level Grades Update
For information as to the recent changes in awarding of A-Level and GCSE grades please go to: gov.uk
On Wednesday the 19th of August school will issue updated guidance on what results can be collected on Thursday the 20th of August. We look forward to seeing you on Thursday and enrolling you into our Sixth Form.
Best Wishes - Rainford High School
### Message from Ofqual for parents and carers
A message from Ofqual
Dear parent/carer,
We know that it has been a really unsettling few months for students, since schools, colleges and other providers were closed to many and exams were cancelled. We are writing to reassure you about what has been put in place so students are able to move on to further study or employment, with results which carry the same value as any other year.
How grades have been set this year
After exams were cancelled we worked with exam boards and leading assessment experts to develop a reliable method to calculate student grades. This involved asking each school or college to tell us what grade they believed each student would have received in each subject if exams had gone ahead, and how their expected performance compared to others in their class. We know teachers worked extremely hard to deliver this year's arrangements and the majority of grades students receive will be the same, or within one grade, as their centre's judgements - reflecting the skills, professionalism and integrity of those involved.
Schools and colleges used a range of evidence to make their judgements including non-exam assessments, results of homework assignments or mock exams and any other records of student performance over the course of study. At least two teachers were involved in agreeing each proposed grade, and each one was signed off by the head teacher or college principal.
Making sure results are as fair as they can be
It is really important that we make sure the same standard is applied for all students, whichever school, college, or part of the country they come from. That's why we have calculated all results using the same method, which makes sure we have a level playing field for all students and results across the country are comparable. The overwhelming majority of people who responded to our consultation – including teachers and students - supported the aims of our moderation approach, because they know that if the results were not moderated, they would be unfair.
This means that this year's results will have the same value as in any other year. Students, universities, colleges and employers can have confidence in the results - allowing the class of 2020 to compete fairly with students from previous and future years.
Despite some reports, you can be assured that the moderation process does not mean a blanket reduction in the grades that teachers put forward. Adjustments will vary across schools and colleges, and in different subjects, and will only be made where the evidence supports them.
The grades awarded will be based either entirely on the teachers' judgements, or on a combination of their judgements and the statistical moderation. Where the moderation process finds that a school or college has over or under-estimated the likely number of students achieving a grade, the students who are moved up or down a grade are those the centre felt were closest to the grade boundary. No grade is being awarded purely on the basis of statistics.
Although the process of moderation is essential to ensure results are as fair as they can be, there is nothing fair about the fact that Covid-19 has denied young people this year the chance to demonstrate their skills in an exam. For that reason, where possible we have made decisions that work in students' favour and overall results will be more lenient.
Of course, we can never know for sure how an individual student might have performed in their exams. Universities and colleges understand this, and many have committed to showing flexibility in their admissions decisions. Overall we believe these results will be as fair as they possibly can be in the absence of exams.
Appeals and complaints
The vast majority of students are going to receive grades that are fair and that will enable them to progress to their next stage. However we know there are some students and families who may want to appeal their grade. If this is the case, you should speak to your child's school or college. Schools or colleges have to be the ones that submit appeals, and will do so if they believe there has been an error or that the moderation process has not produced a reliable result.
We have published a guide on our website to help students and their families understand how appeals will operate this summer. This includes information on complaints about potential bias or discrimination. We believe such complaints will be rare, but they will need to be taken very seriously.
For more information on the next steps after students have received their results, contact the Exam Results Helpline on 0800 100 900. You can also contact Ofqual directly on 0300 303 3344, or by email at public.enquiries@ofqual.gov.uk.
To all students receiving their results, whatever their next step, we wish them well. They have experienced a unique disruption to their lives. Their grades awarded over the next two weeks will enable as many as possible to move on in their lives with a sense of pride in their hard work and achievements.
### Letter to Parents and Carers from St. Helens Council
Letter to Parents and Carers
### Yr11 Exam Results Day 2020
Dear Parents/Carers –
Re: GCSE Results Day 20th August Y11
As this academic year draws to a close it is important to reflect on what we have experienced but also to look to the future. With this in mind we are writing to you to outline some important pieces of information regarding next steps for your child.
GCSE Results Day is scheduled for Thursday 20th August and the school building will be open from 8:15am for students to collect their results. We ant to make results day something special and a way of both celebrating and commemorating your child’s experience due to the Co-Vid 19 Pandemic. Therefore we would like the students to help create a commemorative piece of art as they collect their results by allowing us to collect a thumb print and their initials. The piece of art will then go on display in the school as a permanent reminder to the rainbow year of 2020.
However, we must remind students and their families of some important guidance at this time;
any students or parents who have coronavirus (COVID-19) symptoms, or who have someone in their household who does, should not attend school to collect their results but should contact school to arrange for results to be collected.
Students and parents should follow Coronavirus (COVID-19): safer travel guidance for passengers when planning their travel to school, and walk or cycle where possible.
We must make clear to parents that they should not gather at school entrance gates or doors, or enter the site unless you have a pre-arranged appointment. Please park your car, if you are arriving by one, at the rear of the school.
In the interest of managing the day, we ask that students:
enter the building without relatives and at the time indicated below in their form groups;
use sanitising gel on entry;
follow one way systems;
avoid gathering together less than 2m apart and avoid hugs/handshakes.
While we know this is not the results day experience that your child deserves, it is what we must adhere to in making this a safe and effective experience for your child. Students will also be able to collect their hoodies on this day and have photographs taken in front of the 2020 flower wall.
We would also ask that students attend at the times indicated below to avoid congestion in the atrium area of school:
8:15am - 11TMM; 11UNW
8:45am - 11RGB; 11DRR
9:15am - 11DXR; 11BYL
9:45am - 11PNJ; 11PNR
10:15am - 11HTS; 11ETR
Should your child achieve the grades they need to enrol onto the Sixth Form courses they have indicated to us, then they will simply need to confirm these choices with a member of staff on the day when they enrol and collect a welcome pack. This will take place in the canteen area of school. If students wish to make changes then they will need to discuss these choices before enrolling and collecting their pack.
Where students would like to access their Centre Assessed Grades, school will be able to provide these from Monday 24th August. Students will need to complete a fom and sign the declaration before returning it to school Reception. Please be reassured of the rigour and process which school has followed in awarding Centre Assessed Grades this year, and parents should know too of the external processes that have been implemented to support this. The links below will direct you to some important information with which you should familiarise yourself:
a video guide for students;
an infographic which explains the awarding process;
more detailed guidance for teachers, students, parents and carers
After receiving their grades, should students wish to discuss the Centre Assessed Grades, they should email cags@rainford.org.uk and a member of the team will respond to your enquiry.
If students don’t achieve the required grades to study the courses they would like, please be reassured that members of the 6th Form team and Heads of Dept will be available to discuss these issues further and we will try to accommodate individual cases where possible. These discussions will be managed in the Science open area of school, and parents will be allowed to support these discussions if they should choose to do so. Your child will need to approach a member of the SLT on the day to coordinate this process.
A representative from Careers Connect will be available for careers advice and guidance as well as a representative from the National Apprenticeship Service to support students who change their mind about going to Sixth Form College or are more interested in an apprenticeship.
If your child would like to sit examinations in the Autumn series to try and improve their grades, information will be available on the day to help support and inform this process. The deadlines to register to sit examinations are:
GCSE subjects (not English and Maths): 18th September
GCSE English and Maths: 4th October
Finally, we acknowledge that not all students will join us in the Sixth Form so if on results day your child chooses to go elsewhere then all the staff at Rainford High wish them the very best in their futures. If your child does decide to stay in the Sixth form then we look forward to welcoming them into Y12 on 7th September.
We would like to take this opportunity to thank you for your continued support and we hope you and your families have an enjoyable and safe summer.
Yours faithfully –
Ian Murphy
Vice-Principal
### Yr13 Exam Results Day 2020
Dear Parent/Guardian,
Re: ‘A’ Level Results Day 13th August 2020
As this academic year draws to a close it is important to reflect on what we have experienced but also to look to the future. With this in mind I am writing to you to outline some important pieces of information to help you support your child during the summer results day and beyond.
However, we must remind students and their families of some important guidance at this time;
any students or parents who have coronavirus (COVID-19) symptoms, or who have someone in their household who does, should not attend school to collect their results but should contact school to arrange for results to be collected.
Students and parents should follow Coronavirus (COVID-19): safer travel guidance for passengers when planning their travel to school, and walk or cycle where possible.
We must make clear to parents that they should not gather at school entrance gates or doors, or enter the site unless you have a pre-arranged appointment. Please park your car, if you are arriving by one, at the rear of the school.
In the interest of managing the day, we ask that students:
enter the building without relatives and at the time indicated below in their form groups;
use sanitising gel on entry;
follow one way systems;
avoid gathering together less than 2m apart and avoid hugs/handshakes.
While we know this is not the results day experience that your child deserves, it is what we must adhere to in making this a safe and effective experience for your child. Students will also be able to have photographs taken in front of the 2020 flower wall.
Where students would like to access their Centre Assessed Grades, school will be able to provide these from Monday 17th August. Students will need to complete a fom and sign the declaration before returning it to school Reception. Please be reassured of the rigour and process which school has followed in awarding Centre Assessed Grades this year, and parents should know too of the external processes that have been implemented to support this. The links below will direct you to some important information with which you should familiarise yourself:
a video guide for students;
an infographic which explains the awarding process;
more detailed guidance for teachers, students, parents and carers
After receiving their grades, should students wish to discuss the Centre Assessed Grades, they should email cags@rainford.org.uk and a member of the team will respond to your enquiry.
In the event of a student achieveing better than they expected and actually exceeding their firm choice university offer, students may wish to apply to somewhere with a higher grade requirement through UCAS adjustment. Adjustment is available from A level results day (13 August 2020), until 31 August. It's entirely optional, and a lot of competitive courses will be full – but other applicants might have missed their conditions or swapped a course too. This isn’t something we necessarily encourage as it can be quite a stressful process on results day. More information about adjustjment can be found here:- https://www.ucas.com/ucas/undergraduate/apply-and-track/results/ucas-adjustment-if-youve-done-better-expected
If, however, a student does not achieve the grades they needed for either their firm or their insurance offer then students would be entered into clearing. Clearing is where universities will advertise their vacancies on courses for students to enrol onto. More information about the clearing process can be found here:- https://www.ucas.com/undergraduate/results-confirmation-and-clearing/what-clearing
If your child would like to sit examinations in the Autumn series to try and improve their grades, information will be available on the day to help support and inform this process. The deadlines to register to sit examinations is 4th September.
Members of the Sixth Form team will be on hand during the day to support students once they have collected their results and a representative from the National Apprenticeship Service will also be available to support students who change their mind about going to university or didn’t apply in the first place.
I would like to take this opportunity to thank you for all the support you have shown Rainford High School and Sixth Form during your child’s time here. While the end to their journey is not what we anticipated or would have liked for them, everyone at Rainford wishes them the best in their future.
I wish you and your family an enjoyable and safe summer.
Yours sincerely,
Grant Fletcher
Director of Sixth Form
### Learning Assistant Level 2, temporary for 12 months
Learning Assistant Level 2, temporary for 12 months
Required from September 2020
(Non-Teaching) Term Time plus 5 inset days, 32 hours per week
NJC SCP 3 – £18,065 (£13,184 pro rata) plus SEN allowance
Any questions relating to this role can be directed to J.Burgess@Rainford.org.uk
Application forms to be returned to
Mrs Jane Ledson / Mrs Julie Kershaw pa@rainford.org.uk
Closing Date: 14th August 2020
Rainford High Technology College is committed to safeguarding children
To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhance DBS check
Learning Assistant Level 2 Job Description
Application form Academy Application Form - Support Staff
### 12 month Apprenticeship Learning Assistant
RAINFORD HIGH TECHNOLOGY COLLEGE
Principal: Ian Young
Higher Lane, Rainford, St Helens, Merseyside WA11 8NY
Telephone: 01744 885914 Fax: 01744 884642
Email: info@rainford.org.uk
Website: www.rainford.org.uk
Apprenticeship Learning Assistant
(12 months)
Apprenticeship rate of £667.22 per Month
Required from September 2020
Any questions relating to this role can be directed to J.Burgess@Rainford.org.uk
Application forms to be returned to
Mrs Jane Ledson / Mrs Julie Kershaw pa@rainford.org.uk
Closing Date: Friday 21st August
Rainford High Technology College is committed to safeguarding children
To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhance DBS check.
Academy Application Form - Support Staff
Apprentice Learning Assistant Job Description
### Transition Letter July
Dear Parents/Carers,
We are writing to you to provide you with an update on the transition process for your child. We have now released both our student and parent transition videos and they can be found on our school website www.rainford.org.uk/transition.
Please see below some additional actions we are taking to support your child:
Bridging Work
From week commencing 13/07/2020, there will be bridging unit work available on our school to support your child in joining us in September. They are not compulsory but we encourage all students to look at the work as it relates to topics they will be studying with us next year. The work can be accessed here: https://rainford.org.uk/transition-subject-tasks/
Transition
As explained on the transition video that was released on Friday 10th July on our school website www.rainford.org.uk/transition, we are inviting Year 6 students to join us on Friday 4th September, before the term starts. This will enable your child to meet their tutor, have a tour around the school and learn about how Rainford works in preparation for the term start date of Monday 7th September.
The key details are:
The transition morning will take place from 9-12:30pm at school
School transport is not running as it is before the start of term, therefore students will need to make their own way to and from school. They will be allowed on site from 9am and they will leave at 12:30pm. They need to arrive at the front of school and walk to the entrance where they will be greeted by members of the senior leadership team. They will depart in the same way they arrived. The morning will start with an assembly and they will then go to their forms.
Students are required to wear their full school uniform
Students are required to bring a pen, pencil, ruler, scientific calculator, red pen and glue stick, which is our required daily equipment.
Students will need to bring their own snacks for breaktime as the canteen will not be operating. We will be ending the event at lunchime so no lunch is provided.
If your child has any medication then parents need to come to front of school to a medical station, which will be set up for this purpose, and the medication will be signed into school.
Please be aware that due to the current Covid-19 situation we are asking parents not to come on site on this morning. We understand you will want to drop your child off on their first day but we are unable to accommodate parents on school site as this may lead to too many people in the same area. Year 7 will operate as a social bubble so they can come in together.
Please note that we will be sending out further guidance shortly about how school will be operating for all students in September in line with DFE guidance and this will be released on our school website in due course, but all will be explained to your children on Friday 4th September as well.
If you have any queries please email transition@rainford.org.uk
We wish your children a positive summer and we look forward to meeting them in September.
Kind regards,
Mr Kenyon
Assistant Principal
### Transition Video Messages
Music: www.bensound.com
### Transition Subject Tasks
Please find below some fun and interesting engagement tasks from your new subjects. These tasks are designed to help you engage with some of the new topics you will be learning in September. These tasks are not mandatory, but we encourage you to explore some of the things you will be studying next year. We hope you enjoy these tasks and that they help you on your transition into year 7.
### Transition Welcome Videos
Transition Video Part 1
### Year 11 Leavers' Video
We hope you are all keeping safe and well, we miss you so much and can't believe that this is goodbye. Staff wanted to send you some messages which you can view below. We hope to see you all again very soon.
Part 1 Year 11Part2 Year 11Part 3 year 11
(Music From: https://www.bensound.com/royalty-free-music)
### Annual Report 2018-19
Please click the link below to download our annual report.
Annual Report 2018-19
### Transition
Dear Parent/Carers
I am writing to you to provide you with an update on our transition arrangements. We understand that the transition from primary to secondary school is a challenging time and we are disappointed that we are unable to bring our new Year 7 into the building before the end of the term. However, we do have the below arrangements in place which we hope will make the transition process as smooth as possible for everybody.
Transition Welcome and Tour Video
On Wednesday 21st July we will be releasing our transition video. This video will provide your child with an introduction to some of our staff members and it will give them a tour of the school. This is with the aim of familiarising your child with the school site and staff before they come to Rainford.
Summer School
On Monday 26th July our Summer School will begin. You will find enclosed your confirmation letter explaining this more. We have written to you previously about this.
One half of the year are attending from Monday 26th July until Friday 30th July and the second half of the year are attending from Monday 2nd August until Friday 6th August.
We have received confirmation from 268 out of 290 new Year 7 students which is fantastic. The Summer School will run from 8:30am to 2pm each day. We are excited to meet everyone!
This will help your child make new friends, familiarise themselves with the school and increase their confidence in attending Rainford through academic and enrichment activities.
Summer Reading
At Rainford High, your child will be encouraged to read as much as possible. To start their reading journey, your child will receive a copy of the book ‘You Are Awesome’ by Matthew Sayed which we would like them to read over the summer. They will either receive this via a visit to their primary school or through the post within the next 3 weeks. As part of the Summer School, your child will be completing some activities linked to this book. We would therefore appreciate your child bringing their copy of the book with them to Summer School.
September INSET day – Year 7 Intake day
On Friday 3rd September Year 7 are invited to attend Rainford from 8:45am until 12:00pm. This will not be a normal school day and therefore school buses will not be running and the school canteen will be closed. Therefore, you will need to make arrangements for your child to travel to and from Rainford and also can you please send them to school with some food for breaktime.
On this day students are expected to wear full school uniform and bring the required equipment for school. This is a pen, pencil, ruler, scientific calculator, red pen, glue stick, wipe board, wipeboard pen and highlighters.
Students will meet their Form Tutor and Form Group. They will then enjoy ice breaker activities and team building activities to help them settle into their form groups. This will then be followed with discussions about transition. It is highly likely we will ask your child to take a lateral flow test on this day as part of the testing process for Rainford to reopen, unless Department for Education guidance around this changes. This is part of our safe reopening plans. We will confirm this nearer to the time.
The focus of this day is to prepare your child for the start of term, which is on Monday 6th September.
We look forward to seeing all of Year 7 on this day ready to tackle the year ahead.
Year 7 Welcome Evenings
On Thursday 9th September we will be hosting our Year 7 Welcome event for parents. This event will give you a chance to meet key staff in the school and receive key information about Year 7. It will provide you with an opportunity to ask questions and speak to us about any concerns you may have. We will be providing you with information about our school alongside pastoral and safeguarding updates to help your child navigate their way through Year 7.
We will confirm the arrangements for this evening in September.
Bushcraft
The Year 7 team have arranged a fantastic experience for the whole Year group to join The Bushcraft Company for a three day residential adventure at Castle Howard in Yorkshire departing Wednesday 15th September and returning on Friday 17th September 2021. The Bushcraft Company offers residential school trips with a difference, taking students into the wild and giving each and every person a real back-to-nature experience they will not forget. You can view more information about the Bushcraft Company on their website at www.thebushcraftcompany.com. Further information will follow.
Overall
We hope this letter provides you with reassurance that we will be supporting your child through their transition to Rainford to help make it as smooth as possible. We are looking forward to meeting most of Year 7 at our summer school and then on the intake day. We know that their transition is a special time for you as a family as it marks your child moving onto the next stage in their education and lives, which is why we want to support everyone through the process.
If you have any queries please email transition@rainford.org.uk and we will help you.
We wish you an enjoyable summer.
Kind regards
Mr Kenyon
Acting Vice Principal
### Transitions
This page is under development.
### Rainford High Risk Assessment for an increased opening during the COVID-19 Crisis
Please click the link below to download the Rainford High Risk Assessment for an increased opening during the COVID-19 Crisis.
Wider Reopening Risk Assessment - September 2020 v2
### Bus Services to School: Notice from Merseytravel
From 15th June 2020 All services will be reinstated, except for the 781 AM & PM journey. This route is covered by services 782, 783 & 784, by not re-instating it immediately we are able to keep some resilience in the network should issues with driver availability arise. Passenger numbers will continue be monitored on services from Billinge and should it be required it will be reinstated
Merseytravel has launched a Re Think travel campaign that includes information about public transport services – bus , rail, ferry and tunnels - and key advice about how to plan journeys and keep everyone safe. Parent/staff should visit the Merseytravel website and follow @merseytravel on twitter for more details. Further detailed communication is planned for all schools and this will follow shortly.
### Back to School - Social Distancing Measures
Back to School
This video covers the systems we have put in place to ensure the safety of students and staff when in school. Please watch carefully and note the one way systems and social distancing markers that are in place to ensure everyone can access the buildings in a safe and structured manner.
### Teacher of Science MPS/UPS (Temporary - 12 Months)
Teacher of Science (12 month contract) required from 1st September 2020 to cover maternity leave.
We are looking for a great Science teacher for September 2020, who wants to become part of a rapidly developing Science team, and support them on the next phase of their journey. Our school ethos is Everyone Matters, Everyone Helps and Everyone Succeeds and we want teachers who want to belong to our caring and hard working school, which appreciates teachers and staff and has the highest of expectations for all students.
The school is committed to safeguarding and promoting the welfare of children. To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhance DBS check.
Closing Date; Friday, 29th May 2020 at 12pm. Interviews will take place w/b 1st June 2020. Applications to be sent to PA@Rainford.org.uk
Job Specification
Application Form
### School Reopening Parental Letter
22nd May 2020
Dear Parent/Carers
Firstly thank you for your patience as regards to the next steps of organising face to face sessions for our Year 10 and Year 12 students, as well as your feedback and comments on how we can continue to improve our online learning provision.
Due to the seriousness of the public health crisis we find ourselves in at the present time, myself and the Trustees believe that the best way forward is to take small steps and use the support and guidance available to ensure an increased opening of the school to Year 10 and Year 12 is, in the current climate safe, successful and purposeful for all.
Rainford High has provided care for students of key workers and other identified groups through out the lockdown, so we have been continually reviewing and developing our protocols and procedures at this time to maintain social distancing and effective hygiene protocols. From the 1st June, as the country moves out of lockdown, we expect this cohort to increase significantly. For this reason we will not be bringing any Y10 or Y12 students into school before the 8th June at the earliest.
We appreciate that this is a time of concern, so we would welcome your feedback on our thoughts for what face to face could look like. At the present time we are considering Y10 students attending school for one day a week. This would mean every student in Y10 would have the opportunity to attend school over the course of a week. The first face to face would consist of a well being session, followed by an academic review and small group sessions with English, Maths and Science teachers. Students will be social distanced at all times, with strict hygiene protocols in place. Y12 will return in a similar way to ensure that we can see how everyone is, and for students to speak to teachers about their studies and progress so far. We are looking forward to welcoming you all back when the time is right in the not too distant future.
Prior to any students attending, we will be sharing a video of the social distancing arrangement and hygiene protocols we are proposing to put in place, so both parents and students can see how the school will be operating to ensure all students and staff can stay safe.
We are acutely aware of our other students who are having to remain at home and are studying independently, so we are working with staff to ensure we develop our remote learning to include virtual contact for students with staff in order to get “Sir and Miss” back in their lives next half term and improve the learning experience further.
At this point we would welcome any feedback or comments on this proposal be sent to info@rainford.org.uk.
I believe strongly that school is the best place for children to learn, and being part of a strong school community adds value to their life and learning. However, we are focused on making our return to school as safe and enjoyable as possible, following our ethos of Everyone Matters, Everyone Helps and Everyone Succeeds.
Have a good half term and enjoy the break from home learning. Thank you for your continued support and understanding.
Yours sincerely
Mr Ian Young
Principal
### Rainford High 1000 Mile Run!!!
The Rainford High staff community have come together to meet the challenge of running / walking lots of miles to raise money for THE ROYAL LIVERPOOL AND BROADGREEN UNIVERSITY HOSPITALS NHS TRUST CHARITABLE FUNDS. Donations will go towards helping fight this awful pandemic we are currently facing.
Rainford staff plan to run/walk at least 1000 miles in 30 days in support of our fantastic NHS.
If you would like to support this mammoth effort please visit the Go Fund Me page. Thank you in advance for your contribution and for supporting everyone who is putting the miles in to raise money. In this current climate every penny helps.
Thanks again from all the Rainford High Runners!
Everyone matters, Everyone helps, Everyone succeeds!
And everyone runs!
### Update on the Reopening of Rainford High
Dear Parent/Carer
As you will be aware there is considerable speculation about Y10 and Y12 students returning to school for face to face sessions from the start of June after the Prime Ministers announcement earlier this week. At present we are looking at all the guidance and formulating an approach that will make the return of more students and staff to Rainford High both safe and sustainable.
The next few weeks will clearly be challenging but I can assure you all that we will take things slowly and consider each small step so that students, parents and staff are comfortable with moving forward.
Over the next week I will come back to you with our proposed plan and the processes we will have in place that will support a safe return to school. The schools intention is to work with all parties to find a sensible and safe approach to bringing Y10 and Y12 students into school before the end of the summer term.
Can I thank everyone for your support with the online learning that we are continuing to develop and refine. It would appear students in Years 7 , 8 and 9 will not return to school before September. We are working very hard to improve how students will be able to engage in their remote learning with teachers over the next half term so this experience improves as I suspect this will make up an element of student’s study for a significant period of time.
No one is underestimating people’s concerns or worries. As we look to move towards a new normal the one fact is that we will have to move however slowly towards it and working together will ensure this happens for everyone’s benefit.
Kind regards
Ian Young
Principal
### Rainford High School Consultation Document May 2020: Classroom Extension
May 2020
Rainford High School Consultation Document
Classroom extension
What is being proposed
Rainford High Technology College is a PFI building. We are proposing to build an additional four classrooms located in-between the East Block and Sixth form within the school site.
Why it is being proposed
The school was originally built for year groups of 270 and the equivalent PAN. In 2015 the PAN was increased to 290 with the agreement of the LA to ensure the school would remain financially solvent and avoid unnecessary redundancies. The additional 100 students have created pressure on facilities within school. This challenge has been increased due to the uplift in the number of SEND students who attend Rainford High. This increase has been from 8 funded students or EHCP in 2015.16 to 63 students with EHCP/funding in 2019.20, with this figure expected to rise to over 70 in 2020.21.
The four proposed additional classrooms would allow the schools SEND provision to be centralised to support students who have a significant range of SEND linked to LA funding and EHCPs. These children/young people need specialised resources and support to make effective progress in school. The Trustees are committed to delivering this to our high need pupils. Centralising the SEND provision and support services would support this cohort as well as creating additional teaching rooms for the Humanities subjects and Physical Education.
How it may change the school
The impact on the school would be improved facilities, safer movement and a better learning environment to students across all key stages. The additional classrooms would support the improvement of curriculum experience, quality of educational resource, students and staff mental health and well being, as well as outcomes and progress for students with significant SEND and for all students in those curriculum areas who would benefit from the improvement in facilities.
There is no financial need or intention to increase the schools intake numbers above the present PAN so this extension does not create any risk to other local schools or potential free school projects.
The site for the build is internal to the schools site and is being designed with the support of the PFI and the LEP so there are no unseen additions, adaptations or land transfers required.
This extension will also have no impact on the schools admissions arrangements.
When it is proposed that the changes will be made/work will commence?
Work will start on the proposed classroom extension from the start of the Autumn term and will be expected to take in the region of 2-3 months on site. We are mindful of the current restrictions in place and social distancing to combat COVID-19. The start date will be kept under review with this in mind.
The classroom extension will be a modular build with the majority of the assembly being completed offsite.
Whilst work is being completed on site, the area in question will be cordoned off complying with robust Health and safety measures. The occasions where HGV vehicles are required to transport materials will be completed out of school hours. Senior leaders will ensure the site and operation are properly risk assessed to ensure the safety and well-being of all within the school community.
Responses
Should you have any feedback or questions that you wish to raise arising out of this consultation, please submit them to Extensionconsultation@rainford.org.uk or you may post the responses to Alexandra Marsh, Rainford High, Higher Lane, Rainford, St Helens WA11 8NY.
All feedback and questions received on or before 4th June 2020 will be considered. The Trust will endeavour to publish its responses to matters raised within 2 weeks of the consultations closure. These responses will be published on our website for ease of access to stakeholders.
### Rainford Reading Olympics
As we all know, the benefits of reading are limitless. Reading a book on a regular basis strengthens the brain and expands your vocabulary. It also increases your reading comprehension levels. Reading is magnificent for your metal health too; it’s a great way to relieve stress, increases your ability to empathise with others and can even help you to live longer!
We therefore want to use the unique situation in which we find ourselves as an opportunity for students, parents and staff to stop and take some time to reap the rewards of reading.
Therefore, from Monday 11th – Friday 15th May, we are going to have our first...
‘Rainford Reading Olympics’
What will the week involve?
Daily reading and physical challenges for pupils, parents and staff to complete
The launch of our new E-Platform (online reading platform) – you should have received an email about this fantastic resource last week
One week with a focus on reading for pleasure
Use of social media to engage pupils in sharing good practice and engagement – you will be able to follow the week via our Twitter and new Instagram account.
What we ask from you:
Encourage your child to choose a book to read during the Reading Olympics week. This could be a book from E-Platform or a book they already have at home.
Choose a book to read yourself! Children who see their parents read for pleasure are more likely to read for fun themselves and this can really motivate reluctant readers.
Your child must complete at least one of the daily reading challenges and email the evidence to their form tutor. Please encourage them to do this.
Try to get the whole family to join in with the challenges too! This is a great opportunity to have some fun as a family and enjoy reading together.
Talk to your child about the book that they have chosen. Ask them if they can predict what is going to happen next. Who is their favourite character and why? Can they summarise the chapter that they have just read to you? Ask them if they have found any new and unusual vocabulary in what they have read.
We hope that you are excited about this week and we look forward to receiving evidence of the completed challenges from your families. This is a real chance for us all to focus on having some fun and building stronger relationships within our school community.
### Rainford E-Reading Platform
Go to https://rainford.eplatform.co/ to access a wealth of reading resources!
### Letter from Mr Young 20.4
A Video message from our Leadership Team Video Message
Dear All
I hope you have all had as enjoyable Easter break as the present national circumstances have allowed. I trust you and your loved ones are well and safe. Which leads us to the unusual situation of beginning a new term with few of us present in school.
This new term, however challenging, will lead to opportunity. The adversity the nation and the world faces are beyond all of our direct control but we must all play our small part in the national effort but then be ready to help our community continue and grow through the challenges ahead. I feel we can re-emerge with a reinforced belief that our ethos of Everyone Matters, Everyone Helps and Everyone Succeeds is a strong vehicle for creating a community and a society more inclusive, more effective and more successful for everyone involved.
With our confidence and support of each other strengthened through the present adversity we need to consider how we want our school community to look in the future. The corona virus pandemic has reaffirmed the value of learning, knowledge and the ability to apply those attributes. The need for a well educated society has come starkly to the fore, as someone wrote in a recent news piece about the Co-vid 19 Pandemic, it is science that will provide the only true exit strategy from our present circumstance. The value and importance of education and learning has never been easier to see.
Please keep taking part and engaging during this difficult period. Rainford High is still here and cares (Everyone Matters) and wants you to be safe and making good choices (Everyone Helps) as well as working hard (Everyone Succeeds). As many of you have done already,stay in touch. A letter will come to you today about how we are trying to improve and support your remote learning experience and for students in Y11 and Y13 further information about Centre Assessed Grades will also follow. Please continue to give feedback and get in touch if there are any issues and we will do our best to help.
The challenges we face today can give us real opportunity to make tomorrow a more balanced and fulfilling future for us all. I have attached a short message from myself and the SLT to hopefully offer a little hope at the start of this unusual new term.
Keep calm and stay safe.
### GCSE and A Level Grades 2020
Dear Parents/Carers and Students –
Re: GCSE and A Level Grades 2020
We hope you remain well and continue to follow closely the advice from the Government regarding staying safe in this time of national crisis.
Last Friday, schools received some guidance from Ofqual, the exam regulator, regarding how GCSE and A Level grades will be awarded this summer.
Schools were informed that Exam boards will be contacting schools after Easter and asking them to submit, by a deadline that will be no earlier than 29th May 2020, centre assessment grades for their students. Schools were advised that these ‘should be fair, objective and carefully considered judgements of the grades schools and colleges believe their students would have been most likely to achieve if they had sat their exams, and should take into account the full range of available evidence.’
This means that, under the direction of the school and subject to further guidance from Ofqual, teachers are responsible this year for submitting the grades they believe their students would have achieved in this summer’s examinations; teachers, departments and schools are also then responsible for ‘rank ordering’ the students within each grade boundary.
We know that this is an unprecedented step in what are unprecedented times. We also know that students – especially those in Y11 and Y13 – will be unsettled by recent events, but the regulator has also said that their ‘over-riding aim in this is to be fair to students this summer and to make sure you are not disadvantaged in your progress to sixth form, college, university, apprenticeships, training or work.’
The guidance has also stated that teachers will not able to disclose or discuss this information with students and parents, and so we would ask that you do not attempt to make contact with school or teachers to discuss this specifically. As soon as we are able to share additional information with you, we will do so.
The regulator has published 2 documents that will be of particular interest to students and their families: a letter that can be accessed here, and a guidance document for teachers, parents carers and students that can be accessed here. We would recommend you take some time to read them both, if you haven’t already done so.
We hope to be able to share additional information with you shortly about this process. In the meantime, for Y11 students, we are preparing some transition materials available through Google classroom and our 6th form team will also be in contact to explain 6th form options and enrolment. For our Y13 students, the 6th form team will also be in touch to offer support, particularly in relation to UCAS and apprenticeships.
Yours Faithfully,
Ian Murphy
Vice-Principal
### Letter from Mr Young 03.04
Dear Parent/Carers
This is just a short message to say thank you for your on going support with the challenges of remote home learning, and your patience, as we try to work out how to maintain a school community without direct contact.
We are reviewing our approach and welcome all feedback so we can try and deliver a system that improves over the next few weeks.
We have tried to make all our communication supportive. To ensure our communications are not overwhelming, after the Easter break, students will be challenged twice by email that parents are Cc’d into and then if there is no improvement with engagement and effort this will be passed to the Learning Leader who will contact you directly. In this way we hope to limit the amount of communication to a reasonable level.
Teachers are trying to encourage and nudge students to work hard and engage. I suspect in a normal school day none of us fully appreciated the amount of interaction required for some of our young people to engage in learning. In the virtual world this may feel like a lot of email communication and we are trying to adjust what this looks like moving forward so that no one is overwhelmed.
Officially the next two weeks are the Easter holidays and as a school we are saying that the time is important to reflect, rest and recharge. We are living in worrying and challenging times and now, more than ever, the time with family and loved ones is really important. We will be in touch by email but there is no expectation for students to work throughout the holiday but work is available and I have set them a Principal’s challenge in an email this morning.
The work is available to support our young people in having something purposeful to do during this unprecedented time, but this is a holiday and the opportunity to rest and recuperate at his challenging time is important for everyone.
I wish you all a restful and safe Easter break.
Yours sincerely
Ian Young
Principal
### Safeguarding and Well-being updates
Dear Parents/Carers,
We are keeping in touch with you weekly regarding safeguarding your children and how to access support.
Please check the email that has been sent to you on online safety and Roblox – it is an essential read.
All previous emails can be accessed here: https://rainford.org.uk/safeguarding-updates/
A key focus right now is on online safety and wellbeing due to the current situation. Remember that PROTECTION is always more important that TRUST when it comes to the internet. Always check what your children are.
We are still here to support your children! Keep in touch and we have attached a booklet that details support that is available for your child. This has been sent to them today via email.
Please see attached a Mental Health and Well-being Support Booklet
Kind regards,
Rainford High Safeguarding Team
### Safeguarding Notices
Please click the link to download our Mental Health and Well-being Support Booklet
Safeguarding email 24/02/2021:
Dear Parents/Carers,Please find below a link from the government regarding keeping your children safe.
Advice to parents and carers on keeping children safe from abuse and harm - GOV.UK (www.gov.uk)
If you need any further support or advice please contact the safeguarding team using the email safeguarding@rainford.org.uk. Alternatively you can call school during the day or use the SHARP system via our school website. We look forward to seeing you all very soon!
Student Email 08/06/2020
Dear Everyone,
We hope you are well and you are looking after your health and well-being during this continued challenging time.
In this email, we have provided you with a reminder of our school ethos and the ways in which you can find help during this time for either yourselves or your friends.
Also, please click the below link called ‘Own It’. This is from the BBC and there are five videos about ‘The Five Ways to Wellbeing’. Please watch them and use the tips given to support your wellbeing.
https://www.bbc.com/ownit/curations/five-ways-wellbeing-collection
Remember:
Everyone Matters
Everyone Helps
Everyone Succeeds
We are a community and we want everyone to stay well, both physically and mentally, during this time.
If you need support please:
Speak to your parents or a trusted adultEmail safeguarding@rainford.org.ukUse SHARP – but give a name if you need help or give the name of someone who needs helpEmail your Learning Leader or Pastoral LeaderCall school and ask to speak to a safeguarding officerSearch for and use kooth.comUse the mental health booklet attached for support
Remember don’t suffer in silence – speak to us! We really want to help.
We hope to see you all soon!
Thanks,
Rainford High Safeguarding Team
Parent Email 08/06/2020
Dear Everyone,
We hope you are well and you are looking after your health and well-being during this continued challenging time.
In this email, we have provided you with a reminder of our school ethos and the ways in which you can find help during this time, for either your child or other children.
Today we have also emailed your child a link from the BBC, which provides shorts clips about how to look after their well-being. Please encourage your child to watch these clips.
https://www.bbc.com/ownit/curations/five-ways-wellbeing-collection
Remember:
Everyone MattersEveryone HelpsEveryone Succeeds
We are a community and we want everyone to stay well, both physically and mentally, during this time.
Please let us know if we can support your child.
Advice for our students:
If you need support please:
Speak to your parents or a trusted adultEmail safeguarding@rainford.org.ukUse SHARP – but give a name if you need help or give the name of someone who needs helpEmail your Learning Leader or Pastoral LeaderCall school and ask to speak to a safeguarding officerSearch for and use kooth.comUse the mental health booklet attached for support
Remember don’t suffer in silence – speak to us! We really want to help.
We hope to see you all soon!
Thanks,Rainford High Safeguarding Team
Parent Email 27/04/2020
Dear Parents/Carers,
I hope you are well. This week we are sending you some resources regarding grooming.
https://www.thinkuknow.co.uk/parents/Support-tools/home-activity-worksheets/
We have recently had some concerns regarding some of our students being contacted by people online. These people have been from oversees and have tried to engage students in sending them inappropriate photos. The Police have been contacted.
Please can you speak to your children about the risks online and ensure you are monitoring their online activities.
If you have any queries or concerns, then please contact safeguarding@rainford.org.uk or contact school on 01744 885914.
Kind regards,
Rainford High Safeguarding Team
Student Email 27/04/2020
Good morning everyone,
We hope you have had a nice weekend. As always, you have support from the Rainford pastoral team, so if you need any help please contact school.
Remember:
Everyone Matters
Everyone Helps
Everyone Succeeds
We are a community and we want everyone to stay well, both physically and mentally, during this time.
Please ensure you are keeping yourself safe online. Don’t talk to anybody you don’t know and never send any messages or photos to people that are inappropriate. Remember – if you wouldn’t send it to your parents then you shouldn’t send it to anyone else.
If you need support please use the below:
Speak to your parents or a trusted adultEmail safeguarding@rainford.org.ukUse SHARP – but give a name if you need help or give the name of someone who needs helpEmail your Learning Leader or Pastoral LeaderCall school and ask to speak to a safeguarding officerSearch for and use comUse the mental health booklet attached for support
Remember don’t suffer in silence – speak to us! We really want to help.
Kind regards,
Rainford Pastoral Team
Parent Email – 13/04/2020
Dear Parents/Carers,
I am emailing you to remind you of the importance of monitoring your child’s online activities over this time period. As you will be aware from previous emails and possibly the news, there is an increased risk for young people during this time due to them spending more time online.
The Home Secretary, Priti Patel, has commented on the increase in online crime, particularly where criminals are trying to exploit younger people on the internet as they know that young people are online much more. Please ensure you are checking their internet history, who they are talking to, their social media accounts and what hours/times of the day and night they are online. Please also ensure you have the appropriate parental restrictions on your internet (see the NSPCC/O2 link below for further advice).
Please remember that this isn’t an issue of trust, this is an issue of protection. The internet is a dangerous place if unmonitored. Protection matters the most.
Please see some useful resources from the ‘Child Exploitation and Online Protection command’ and ‘Think U Know’ (set up by the National Crime Agency), which are designed for parents and students.
Ages 11-13 – Please go through these with your children
https://www.thinkuknow.co.uk/parents/Support-tools/home-activity-worksheets/11-13s/
Ages 14+ - Please go through these with your children
https://www.thinkuknow.co.uk/parents/Support-tools/home-activity-worksheets/14-plus/
Please don’t underestimate the risk that your child/children are under on the internet and the lengths people will go to access them. Parents often want to trust their child on the internet but please remember that your child may not identify the risks that you would as a parent. Don’t take the risk.
If you need support with your internet restrictions and general tech support then please use the NSPCC advice line, which runs in collaboration with O2.
https://www.o2.co.uk/help/nspcc
Please see the attached user guide about social media Internet-Matters-Guide-Official-UK-Social-Media-Guidance- this is a useful short read.
If you have any queries please get in touch with the safeguarding team at safeguarding@rainford.org.uk.
Kind regards,
Rainford High Safeguarding Team
Student Email – 13/04/2020
Dear all,
We hope you have enjoyed Easter and not eaten too much chocolate. This email is giving you a safeguarding update for this week around online safety. We have also emailed your parents too.
Please be aware that the Home Secretary, Priti Patel, made comments last week on the increase of online crime. One of the increasing crime areas is online child exploitation, where criminals are trying to exploit children/teenagers who are online for a greater amount of time during this closure.
This means the risk to everyone on the internet is greater and therefore everyone needs to try to stay safe online.
Please ensure you follow the below steps:
Ensure that your social media accounts are set to privateEnsure that you only accept friend/follower requests off people you actually know (e.g. you know them from school, family or from your street etc.)Ensure that you do not talk to people you do not knowOnly go on the internet during to the day – not late at nightDo not, under any circumstances, send people photos or videos of yourself which are personal, i.e. you might regret at a later date or that you wouldn’t want someone to pass aroundDo not give your personal details out to anybodyDo not access material that you know is inappropriate for your ageBlock people who are hassling youReport posts that are inappropriate to the sites
If you have any concerns for yourself or other people then please use one of the below mechanisms for help:
Speak to your parents or a trusted adultUse the SHARP systemEmail safeguarding@rainford.org.ukEmail your pastoral leaderRing schoolContact Child line 0800 1111
Remember, if it is an emergency you should contact 999.
Please also use the attached guide Support Booklet Mental Health and Well-being for support in relation to mental health.
Remember Everyone Matters and Everyone Helps. We are a community and therefore we all have a responsibility to look out for each other.
Kind regards,
Rainford Safeguarding Team
Parent Email – 6/04/2020
Dear Parents/Carers,
During this challenging and unusual time, we want you to know that we are still here to provide you and your child with support. We know that it is the Easter holidays, but this of course looks different for us all. Therefore, if you or your child need support, then please use one or more of the below mechanisms:
Contact school via phone and ask to be put through the onsite pastoral or safeguarding staff member. You may need to leave your name and contact details and someone will call you backEmail the relevant pastoral or learning leader from the list belowConsult the school website for resources on the wellbeing and safeguarding sectionIf you or your child want to report a concern (possibly anonymously), then please use the SHARP system, which can be accessed from the bottom of the school websiteConsult the mental health booklet, which was sent out last week. This provides details on how to access support services.
Year TeamLearning LeaderPastoral LeaderYear 7Mr Harvey s.harvey@rainford.org.uk Mrs Greenhall l.greenall@rainford.org.ukYear 8Mr Skerry a.skerry@rainford.org.uk Miss Lawrenson c.lawrenson@rainford.org.uk Year 9Mr O’Connor r.oconnor@rainford.org.uk Miss Hill l.hill@rainford.org.uk Year 10Mr Penfold j.penfold@rainford.org.uk Mrs McCartney a.mccartney@rainford.org.uk Year 11Mr Stow r.stow@rainford.org.uk Mrs Sheedy l.sheedy@rainford.org.uk
If it is a safeguarding issue then you can also email safeguarding@rainford.org.uk.
A member of the safeguarding team is available daily.
Please remember to monitor your child’s online activities. During this closure, many of our students will be spending a significant amount of time on the internet. It is important that parents/carers monitor this carefully, so that we can protect them from the risks.
We have provided you with a link to the BBC website, which focuses on helping young people stay safe on the internet. Please can you read this and discuss this with your child. If you need any support please contact us.
https://www.bbc.co.uk/cbbc/findoutmore/help-me-out-staying-safe-online
If you have any concerns, please contact school.
Kind regards,
Rainford High Safeguarding Team
Student Email – 6/04/2020:
Dear all,
We hope you are all well. We are emailing to let you know that even though it is the Easter holidays, we are still here to support you.
If you need someone to talk to or need any support, then please use the below mechanisms:
Contact school via phone and ask to be put through to the onsite pastoral or safeguarding staff member. You may need to leave your name and contact details and someone will call you backEmail the relevant pastoral or learning leader from the list belowConsult the school website for resources on the wellbeing and safeguarding section, including the mental health booklet that has been made for this time period (this was sent out last week and is attached to this email)If you or your child want to report a concern (possibly anonymously), then please use SHARP system, which can be accessed from the bottom of the school websiteUse the online BOSS or Kooth online counselling services.
You might not be on school site at the moment, but you certainly haven’t been forgotten!!
We are here if you need us!
Kind regards,
Rainford High Pastoral Team
Parent Safeguarding Email: 1/04/2020
Dear Parents/Carers,
We are emailing to provide you with some safeguarding information to support you during this challenging and unusual time. We are missing having a full working school – the school is simply too quiet without everyone. The themes we are looking at today are:
Online Safety – RobloxMental Health SupportCriminal Exploitation
We appreciate that not all of this will apply to everyone, but if you could take some time to read it through we would appreciate it as the knowledge is essential.
Online Safety:
Following our previous email about online safety, it has come to light that there are some concerning games accessible to children on a site call Roblox. Roblox is a website, which has a suite of games available for children to play on and message people on. We are aware that this website is popular with primary school and younger secondary school students. It is an ongoing craze. Students can access games, play online with friends and strangers and they can create games as well as purchase Robux (this is the currency of the game that can be purchased using real money).
It has been brought to our attention that some of the games on the website are of a sexual nature, where students can select a character, have graphic sex with other characters and chat to other users. This game is an uploaded game, which has been created by users. One of these games is called consent. It is highly concerning that someone has uploaded a sex simulation game for young children to play and therefore it highlights the types of users that are on there with children. Both adults and children can play this game.
There are other games involving suicide games, such as jumping off a cliff and breaking as many bones and tearing as many ligaments as possible, and horror shooting games.
As we have said, users can create and upload games onto this site and young children and adults can both join.
Please can you check the below:
Check if your child plays on this websiteCheck the games they are playing onCheck their private messages to see who they have been talking to and what is being discussedCheck if they have been giving any Robux to other people and if so, why?Check that your bank details or apple ID details etc. are not linked to this as there have been cases where children have spent hundreds of pounds buying in game add onsCheck their account settings and check that their date of birth is correct, so that game filters are appliedCheck that they aren’t talking to strangers on other accounts, such as Tik Tok (which is a popular social media account where children are posting videos)Check how long they on the website for? Restrict their time as long periods of playing is unhealthy
Please be mindful that there are games on this that are worrying. This game website exists to make profit and therefore they want money from your child. As always, there are risks all over the internet and it is important that you discuss these risks with your child and monitor their usage.
Please remind them to not give away their personal information and not to talk to strangers. If you haven’t already, set up parental restrictions on your internet and ensure you are able to monitor what your child is doing. Spot check their devices randomly and regularly.
Many parents want to trust their children and therefore don’t monitor this regularly. You can’t take the risk - PROTECTION has to come before TRUST. To protect your child you must know what they are doing online. You wouldn’t let your child walk into a crowd of thousands of unknown children and adults and leave them to talk and play unmonitored, so you must not leave then unmonitored on the internet.
For further information on keeping your child safe on the internet, please consult the below:
https://www.nspcc.org.uk/keeping-children-safe/online-safety/?gclsrc=aw.ds&&gclid=EAIaIQobChMI-YvV7uHG6AIVVuDtCh1n9w0EEAAYAyAAEgI50fD_BwE&gclsrc=aw.ds
You can also click the below links for further information.
During this time of home learning, if you are using other websites other than those recommended by school, please always only use online support from a reputable organisation/individual who can provide evidence that they are safe and can be trusted to have access to children. Support for parents and carers to keep their children safe online includes:
Internet matters - for support for parents and carers to keep their children safe onlineLondon Grid for Learning - for support for parents and carers to keep their children safe onlineNet-aware - for support for parents and careers from the NSPCCParent info - for support for parents and carers to keep their children safe onlineThinkuknow - for advice from the National Crime Agency to stay safe onlineUK Safer Internet Centre - advice for parents and carers
Mental Health:
During this time of closure, we want to continue as much support as we can with mental health and well-being. Please find attached a booklet, which outlines support on offer during this time.
As always, support is available from your child’s pastoral leaders and safeguarding officers. If they need support from school, they can either email one of the below pastoral leaders, email the safeguarding officers, use the SHARP system (on the bottom of our school website) or call school. Alternatively, they can access support from the booklet attached, such using the online counselling service Kooth.
Pastoral:
Year 7 – Mrs Greenall – l.greenall@rainford.org.uk
Year 8 – Miss Lawrenson -l.lawrenson@rainford.org.uk
Year 9 – Miss Hill – l.hill@rainford.org.uk
Year 10 – Mrs McCartney – a.mccartney@rainford.org.uk
Year 11 – Mrs Sheedy – l.sheedy@rainford.org.uk
Safeguarding@rainford.org.uk
Remember to encourage healthy eating, daily exercise and social interaction.
Criminal Exploitation and Child Protection:
What is criminal exploitation?
Children as young as 7 are being put in danger by criminals who are taking advantage of how innocent and inexperienced these young people are. Any child can be exploited, no matter their background.
Criminal exploitation is also known as 'county lines' and is when gangs and organised crime networks groom and exploit children to sell drugs. Often these children are made to travel across counties, and they use dedicated mobile phone ‘lines’ to supply drugs.
What are the signs of criminal exploitation and county lines?
Returning home late, staying out all night or going missingBeing found in areas away from homeIncreasing drug use, or being found to have large amounts of drugs on themBeing secretive about who they are talking to and where they are goingUnexplained absences from school, college, training or workUnexplained money, phone(s), clothes or jewelleryIncreasingly disruptive or aggressive behaviourUsing sexual, drug-related or violent language you wouldn’t expect them to knowComing home with injuries or looking particularly dishevelledHaving hotel cards or keys to unknown places.
What should you do if you have a concern?
If you are concerned about your child’s immediate safety call the police on 999If you have concerns about your child which are not immediate, please contact your Local Children’s Services Safeguarding team, see contact details for different Local Authorities below, or the NSPCC’s helpline on 0808 800 5000If your child wants to talk to someone they can call ChildLine: 0800 1111 or Get Connected: 0808 808 4994 (text 80849).
Further Information:
The following links provide up to date information about Child Criminal Exploitation.
You may have heard of the Eyes Open campaign through local radio announcements and further information can be found at the website:
https://www.merseyside.police.uk/police-forces/merseyside-police/areas/campaigns/campaigns/2018/eyes-open/
NSPCC information, support and guidance regarding Child Criminal Exploitation:
https://www.nspcc.org.uk/what-is-child-abuse/types-of-abuse/gangs-criminal-exploitation/
The Children’s Society website has advice and guidance regarding Child Exploitation:
https://www.childrenssociety.org.uk/sites/default/files/worried_about_your_child_being_criminally_exploited_the_children_s_society.pdf
The Safer St Helens website has useful information regarding Child Exploitation:
http://safer.sthelens.gov.uk/pages/child-exploitation/
Local Authority Safeguarding Unit Contact Details:
St Helens: Main – 01744 676767 Out of hours: 08450500148
Knowsley: Main – 0151 4432600 Out of Hours: 0151 4432600
Lancashire: Main 03001236720 or 03001236722
Wigan: Main 01516062008 Out of Hours: 01942828300
Warrington: Main 01925 443322 Out of Hours: 01925 444400
Liverpool: 24 Hour: 0151 2333700
Sefton: Main 03451400845 Out of Hours: 0151 9343555
Kind regards,
Rainford High Safeguarding Team
Student Email – Wednesday 1st April 2020
Good morning everyone,
We hope everyone is keeping well! I am emailing you all today to outline the support available for mental health and well-being. We know that this is a challenging and unusual time, where some of you will be going through particularly difficult times with family members and friends who may not be well. The lack of routine and being at home may also be confusing you.
We want you to know that we are here for you and there is support available for you to access, if needed, to support your mental health and well-being.
Please find attached to this email a booklet, which outlines the mental health support on offer locally, including an online counselling service called Kooth.
As always, support is available from your pastoral leaders and safeguarding officers. If you need support from school, you can either email me, email one of the below pastoral leaders, email the safeguarding officers, use the SHARP system (on the bottom of our school website) or call school.
Pastoral:
Year 7 – Mrs Greenall – l.greenall@rainford.org.uk
Year 8 – Miss Lawrenson -l.lawrenson@rainford.org.uk
Year 9 – Miss Hill – l.hill@rainford.org.uk
Year 10 – Mrs McCartney – a.mccartney@rainford.org.uk
Year 11 – Mrs Sheedy – l.sheedy@rainford.org.uk
Safeguarding@rainford.org.uk
The school corridors are too quiet without you! We miss you all and we can’t wait to get back to school.
I haven’t had a patrol call now in 2 weeks! Nobody in standards or catch-up club – it is too quiet!
Keep safe and get in touch if you need our support.
Remember to keep in touch with friends and family, exercise daily, keep busy with school work and eat healthily.
Thanks,
Mr Kenyon
Assistant Principal
Parent Update 2: Online safety – Tuesday 25th March 2020
Dear Parents/Carers,
Thank you for your queries relating to online safety, it has been great to see people getting in touch requesting further advice on this. If you would like further advice and guidance on how to set up parental restrictions then please go to:
https://www.o2.co.uk/help/nspcc
This is a helpline run by the NSPCC, in collaboration with O2, to provide you with all of the advice you need via online resources or a helpline.
If you have any further queries, please get in touch via safeguarding@rainford.org.uk
Kind regards,Rainford High
Student Safeguarding Note: 25/03/2020
Good evening everyone,
I hope the online learning is working well and you have been able to access the materials you need. If you have any problems, please contact either your classroom teachers (if the issue is with a particular subject) or your Learning Leader/Pastoral Leader if there are any other issues.
We are emailing you today to remind you of the support that is on offer for you during this unusual and challenging time. As always, everyone matters, everyone helps and everyone succeeds. As a community, we all need to be supporting each other and keeping safe.
Examples of support:
1) You can email your pastoral leader or learning leader
2) You can email a member of the safeguarding team
3) You can access support through our website by looking at the safeguarding page, where you can also find the emails for the safeguarding officers https://rainford.org.uk/about-us/safeguarding/
4) You can use SHARP to inform us of any concerns
5) You can access support through the BOSS counselling website https://www.boss-sthelens.co.uk/app/online_counselling
6) You can access resources on the NSPCC and Childline 0800 1111
Remember to exercise, drink plenty of water, have plenty of sleep and have regular breaks from working!
If you have any concerns for a friend then please use the support above to get them help.
Due to the current restrictions from the government, you will be spending a lot of time indoors. This will result in you spending more time online both for work and in your spare time. Please remember to be safe online – don’t talk to anyone you don’t know and have regular breaks from it. Please speak to people by calling them as well as messaging them (it is much better to hear someone’s voice rather than just read a screen).
We will send out weekly safeguarding notices to help you.
If you need any support then please get in touch.
Kind regards,
Rainford High Pastoral Team
Parent Update 1: Online safety – Monday 24th March 2020
Dears Parents/Carers,
Following the closure of the school and the government restrictions on people being out of their homes, we must remind you of some of the risks that your children face online. Over the coming weeks, your child will spend more time online and this poses risks.
Please ask yourself the below questions:
Do you know what your child is doing on their phone/devices/games consoles?Do you randomly check these devices?Do you know who they are talking to over messages or who is trying to talk to them?Do you know who they are calling?What social media accounts do they have?Do you know who they talk to online?Who do they play with on the Xbox/play station etc.
These are just a few questions that every parent needs to ask themselves.
At Rainford, the safeguarding team deals with a variety of concerns, but some have included issues relating to mobile phones and parents not being aware of what their children are doing on them.
These issues include:
Sending inappropriate messagesArguing with friends and sending nasty messagesTalking to people online that they don’t knowAccessing inappropriate content on the internetSecret social media accountsInappropriate photos of themselves or others
These are the challenges that every school and parents face throughout country. Parents never think their child would become involved in this – please never assume that.
Children are vulnerable and may not realise the risks they are placing themselves under and the consequences of what they are doing online. With children being off school for a long period of time the risks are greater as they are spending more time online. They are exposed to other online users who we would not want talking to your children.
Advice:
Speak to your child about the risks involved in being onlineTry to limit their time online by asking your children to do other activities, such as readCheck their devices randomly and often – you need to make sure you are up to speed in their worldUpdate school and the Police with any concerns that may help other parentsPlace suitable parental restrictions on the internet usage and limit the Wi-Fi at nightEngage with your child about mobile phones/devices
This information is the first in a series of safeguarding emails that will be sent over the coming weeks. We want to support you in safeguarding your children.
If you have any queries of concerns please contact:
safeguarding@rainford.org.uk or email j.kenyon@rainford.org.uk
Kind regards,
Rainford High Safeguarding Team
### June/July Remote Learning Plan for Parents
Dear Parents/Carers
Re: June – July Remote Learning Update
We wanted to continue to provide information regarding your child’s curriculum for the next 3 weeks – w/c 22nd June, 29th June and 6th July.
Our teachers will continue to be guided by the following principles:
consolidating learning while introducing new content carefully;
ensuring students can access the work whatever their home or personal circumstances. Our 3 week plans should ensure students have an appropriate amount of ‘core’ work to complete with the additional opportunity to undertake some extension work – often reading or research based – so we can maintain students’ academic progress;
assessments simplified to enable students to check understanding periodically.
We will also commence structured online teaching w/c 22/6/20 for all year groups to enable students to be supported online by their teachers in this period.
For all year groups, please note the points below:
Work will continue to be organised into 3 week sections, so students have some flexibility in how they approach tasks, depending on their personal circumstances.
Where work has not been completed, teachers will notify students by email and copy parents into a follow up email if there is still no response. Further concerns will then be forwarded to Learning Leaders so they have an overview of each student’s engagement and can address this sensitively with families on a case by case basis.
Academic Progress Reports for all year groups will be published to parents before the end of term.
Years 7 & 8
Subject
Virtual Teaching and Tutorials
Work Posted on SHMHWK
English, Maths and Science
1 hour per week in a timetabled lesson
Monday
All other subjects
1 hour per fortnight in a timetabled lesson
Tuesday
Year 9
In Option Subjects, departments will establish bridging courses for students to access GCSE content and preparation for their option choices from 22nd June - students will be invited to Google classrooms by subjects for which they have opted from next Monday and should complete work in these areas to support their transition to GCSE study.
If students want to complete their courses in subjects they have not opted for next year, they are welcome to do so and will continue to receive feedback from teachers.
Departments will provide some feedback where work is completed in bridging courses.
In Option Subjects, online teaching moves to instructional video in Y9 to support students' positive access to courses they have chosen.
Subject
Virtual Teaching and Tutorials
Work Posted on SHMHWK
English, Maths and Science
1 hour per week in a timetabled lesson
Monday
All other subjects
Instructional video up to 1 hour per fortnight in a timetabled lesson
Tuesday
Years 10 &12
Subject
Virtual Teaching and Tutorials
Work Posted on SHMHWK
English, Maths and Science
1 hour per week in a timetabled lesson
Monday
All other subjects
1 hour per week in a timetabled lesson
Tuesday
Teachers will contact parents of students in Y10 and Y12 w/c 22nd June to offer the opportunity of a phone conversation between now and the end of term. If parents would like to discuss their child’s progress with their teachers, please respond to the email with preferred days and times. Teachers will attempt to make contact, and if they are unsuccessful, will forward an email detailing your child’s strengths and areas for development.
Given the points above, across the next 3 week Programme of Study, departments will set work to the notional equivalents detailed below:
3 Week Period: - Notional Hours + Reading/Research
Y7, Y8, Y9
Y10
Y12
English
8
8
17 hours per
Option
Maths
8
8
Science
8
8
Humanities - History, Geography, RE
8
6 hours per Option
plus
Core PE
Computing
2
Performing Arts
4
MFL
4
PE
4
Art, Design, Technology
4
Social Sciences
RSHE
2
2
2
Total for 3 weeks + reading/research
52
52
53
Year 11
For Y11 students that have expressed a desire to return to Rainford 6th Form, subjects have created Google Classrooms and bridging units designed to supports students’ transition to A- Level study. They have been invited to these classrooms since 1st June, and we would encourage students to undertake the work set there to maintain and develop strong academic habits in preparation for their return to school. We will not challenge work that is not completed, but will recognise and offer feedback on work that is submitted. Above all, we want to ensure students feel supported in this transition at this time.
Should you have any concerns or queries, please contact us at school through the school website or at info@rainford.org.uk
A more detailed plan of the work being set in each subject can be downloaded here: Remote Learning Outline June - July
Your support at this time is greatly appreciated –
Best wishes –
Rainford High School
### Online Learning Information for Parents and Students
Please download our Guide to Online Learning Platforms below.
Guide to Online Learning Platforms
It contains details on how to access all the platforms we will be using from Remote Access and Student Emails to Google Classrooms.
It also contains troubleshooting for some of the most common issues when accessing these platforms.
### Coronavirus School Update 20.3
Dear Parent and Carers
The school will close at the end of the school day and we are all uncertain as to when we will reopen as a traditional school community. However we are looking forward to the challenge of developing a new way of delivering and supporting learning in the short term that could have many positives for students and staff moving forward.
I would ask for patience and feedback from across our community over the next few weeks so we can improve and develop effectively in this new learning environment. What we will try to do is build our approach based on our ethos of Everyone Matters, Everyone Helps and Everyone Succeeds.
Everyone Matters: will mean regular communication with all students via school email from senior staff, Learning Leaders and class teachers. Please support us by encouraging students to read their emails. This will be the main avenue of communication from next week. Teachers will also be able to offer feedback and follow up as an element of the learning platforms they will be utilising with students. Parents will be contacted via phone and email if students are not engaging to the standards laid out in the student expectations of remote learning document.
Everyone Helps: is all parties supporting students to focus sensibly on study at this challenging time and ensure that they are meeting deadlines, engaging with feedback and completing work to a good standard.
Everyone Succeeds: will be the development of the independence and resilience of our learners and the effective development and growth of our school community for everyone’s benefit and improvement in learning.
As a school we will also be supporting our most vulnerable students and the children of key workers so vital at this time. If parents feel they need more support at this time and don’t come under the Government identified categories please contact the school and we will be as supportive as possible during this difficult period.
Please follow this link to see if your job falls into one of the Government defined categories. If we believe that your child could be considered vulnerable a member of the school team will contact you directly today to discuss your child’s care.
https://www.gov.uk/government/publications/coronavirus-covid-19-maintaining-educational-provision/guidance-for-schools-colleges-and-local-authorities-on-maintaining-educational-provision
All students and parents will receive guidance on the expectations of students and staff so this period of non-traditional learning can be a success. If you have any queries or concerns please contact the school at info@rainford.org.uk and we will try to resolve any issues as quickly as possible.
Kind regards
Ian Young
Principal
### Rainford Admissions Policy
See below for admissions arrangements for our September 2026 intake:
Admissions Policy 2026 Intake
'Parents may exercise their right to appeal to an Independent AppealPanel if their application for a place at Rainford High School has been refused. St Helens Local Authority administers appeals on behalf of the Trustees of Rainford High School, more information can be found at:
https://www.sthelens.gov.uk/article/2876/Appeal-against-a-school-place-decision
### Be Yourself – LGBTQ+
At Rainford our school ethos is:
Everyone Matters
We expect our community to be polite and respectful
Everyone Helps
We expect our community to make sensible choices
Everyone Succeeds
We expect our community to work hard
Every student and staff member is equal and we want everyone to receive the support that they need to be happy and successful.
As part of our LGBTQIA+ support and developments we want every member of the community to:
Be proud to be yourself
We offer support to all students in our school community around LGBTQIA+, whether they identify as being in the LGBTQIA+ community or otherwise.
Key Staff:
Mr Kenyon – Vice Principal
j.kenyon@rainford.org.uk
Pastoral Leader – Mrs McCartney
a.mccartney@rainford.org.uk
How to access support:
If you need support with any issues, you can always log this on SHARP (See the SHARP button on the home page) and you can submit your concerns.
If you have a query relating to LGBTQIA+ then you can email beyourself@rainford.org.uk and Mr Kenyon and Mrs McCartney will arrange for you to receive some support from our pastoral team.
Speak to your tutor or member of the pastoral team.
Attend the support group (Details shown below).
You can receive support from other members of our LGBTQIA+ community – just email beyourself@rainford.org.uk and we will look into this for you.
LGBTQ+ Society
If you want to speak to other students from our LGBTQIA+ community or would like to speak to a staff member about LGBTQIA+ and how you are feeling then please speak to Miss Mcintosh who will provide you with further details on how you can join the LGBTQIA+ society. It is a great way to make new friends and receive support. You can either come once of become a regular member.
If would like to ask any questions then speak to Miss Mcintosh, Mr Kenyon, Mrs McCartney or any member of the pastoral team.
Please see the below policies on our policies page for further information on LGBTQAI+ support
Equality Policy
Anti-bullying Policy
Behaviour for Learning Policy
Uniform Policy
RSE Policy
Support Services and Links:
Local Support Groups:
The Proud Trust
Twitter – http://www.twitter.com/LGBTCentreMcr
info@theproudtrust.org
Facebook@Theproudtrust
Over the Rainbow – 01744 457243
Key Person – Emma
Shealth.Improvement@sthk.nhs.uk
Gyro Liverpool
mailto:gyro@ypas.org.uk
http://www.ypas.org.uk/
Support groups for parents
Arms Out
hello@lancslgbt.org.uk
Manchester Parents Group
www.manpg.co.uk
FFLAG
www.fflag.org.uk
Mermaids
0808 801 0400
Stone Wall – Acceptance with exceptions
0800 0502020
Email: info@mermaidsuk.org.uk
### Cancellation of Non-Essential School Events
Dear Parents/Carers
Cancellation of Non-Essential School Events
As a school our Ethos is Everyone Matters, Everyone Helps and Everyone Succeeds.
As Everyone Matters, we have decided to postpone all non-essential school events this term in order to support and care for our community’s wellbeing at this uncertain time.
As a school, we feel that placing parents, grandparents and staff in non-essential gatherings will cause additional stress of deciding whether to attend or not, and will increase potential levels of anxiety due to the ongoing uncertainty of the national and local picture.
Postponing our Parents’ Evenings and Rewards Evenings will also allow staff more time to focus on delivering to students and preparing possible remote learning solutions, that may or may not be required, as well as looking after any family issues that may occur at this time.
Our main priority is clearly the students and particularly those who face the challenge of National examinations. The school team is working hard to ensure that we can respond as effectively as possible to any changes to future schedules.
Due to postponing Parents’ Evenings, we will be offering parents a number of alternative methods of communication and you will be informed of these in the next couple of days.
The events we will postpone this term are:
19th March -Year 10 Parents’ Evening
24th March- Y8 and Y9 Rewards Evening
25th March – Y11 and Y13 Rewards Evening
26th March – Year 9 Parents’ Evening
1st April- Y12 and 13 Progression Evening
As school we are also going to enact Everyone Helps, by working closely with our community partners to support the most vulnerable. This will hopefully improve and support the situation in order for Everyone to Succeed.
As a school we continue to monitor the situation closely and follow Public Health England and Department for Education advice and guidance on this situation and will keep you informed with regular updates.
Thank you for your ongoing support and patience at this challenging time.
Yours sincerely
Mr Ian Young
Principal
Update regarding sports events:
In light of:
recent government Coronovirus advice regarding avoiding 'non-essential contact' for all age groups
the local authority yesterday making the decision to postpone all scheduled school sporting competitions/ events until Easter
the recent cancellation of most local club sporting fixtures/practices
and in the interests of protecting the welfare of our whole school community within the school ethos of 'Everyone Matters', we have decided to suspend our extra-curricular sporting programme with immediate effect until the Easter holidays.
### Teacher of Girls' PE M1 - M6
Required from September 2020
We are seeking to appoint a well-qualified and enthusiastic teacher of girls P.E. to join a flourishing Faculty in our successful school, which regards both curricular and extra-curricular P.E. as important for all its students. You should have the ability and desire to teach all courses within Key Stages 3, 4 and 5 including GCSE PE, A-Level PE, NCFE Sport and OCR Cambridge National Sports Studies.
This post is exempt under Schedule 9 paragraph 1 of the Equality Act 2010.
The faculty has been awarded AfPE's Quality Mark (with distinction) in 2019 for Outstanding PE & Sport provision in and beyond the curriculum, as well as Educate Magazine’s Outstanding Commitment to School Sport Award in 2018, 2017, 2014 and 2013 (runners up in 2015 and 2016) in recognition of the aspirational and inclusive extra-curricular sporting offer. Team and individual success rates are excellent with many gaining local, regional and national honours in a range of sports. A full contribution to this thriving extra-curricular programme is expected. Specialist knowledge in Football, Gymnastics, Dance and Athletics is desirable.
The school is committed to safeguarding and promoting the welfare of children. To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhance DBS check.
Completed application forms and supporting letter should be returned to the Principal's Personal Assistant; PA@rainford.org.uk by Friday, 27th March 12pm.
Letter
Person Specification
Subject Teacher Teaching Standards
Teaching Application Form
### Ambassador Programme Launch 2020
Students were invited to attend an event at The Totally Wicked Stadium, Wednesday 26th February which was hosted by the Chair of the St Helen's Economy Board, Eamonn McManus and organised by Cathryn White.
The Student Council members - Thomas Ralfs, James Birchall, Alfie Tinsley and Ben Lomas had the opportunity to meet local business owners/advisors and council representatives to discuss their ideas, hopes and aspirations for a brighter future in St Helens.
The aim of the programme is to develop successful links with Rainford High and the business community.
The students listened intently to presentations from
David Baines ( St Helens Council Leader)
Garth Dallas ( Head of Collaborations)
Carly Quinn ( Team Manager - Care Leavers)
Many comments were made about how fantastically well the students represented Rainford High.
The students thoroughly enjoyed the event and are enthusiastic to grasp the opportunities offered.
### Citizenship
Rainford High offers a high-quality citizenship education that helps to provide pupils with knowledge, skills and understanding to prepare them to play a full and active part in society. Our citizenship education helps to develop pupils’ awareness and understanding of democracy, government and how laws are made and upheld. Our Citizenship education is delivered in a cross curricular approach mainly through the Humanities subjects at KS3 and linked to the whole school PSHCE curriculum and assembly programme delivered across the school. Our aim is to prepare students to take their place in society as responsible citizens, manage their money well and make sound financial decisions.
Aims:
The national curriculum for citizenship aims to ensure that all pupils:
acquire a sound knowledge and understanding of how the United Kingdom is governed, its political system and how citizens participate actively in its democratic systems of government
develop a sound knowledge and understanding of the role of law and the justice system in our society and how laws are shaped and enforced
develop an interest in, and commitment to, participation in volunteering as well as other forms of responsible activity, that they will take with them into adulthood
are equipped with the skills to think critically and debate political questions, to enable them to manage their money on a day-to-day basis, and plan for future financial needs.
Citizenship
Key Stage 3
Teaching should develop pupils’ understanding of democracy, government and the rights and responsibilities of citizens. Pupils should use and apply their knowledge and understanding whilst developing skills to research and interrogate evidence, debate and evaluate viewpoints, present reasoned arguments and take informed action.
Pupils should be taught about:
the development of the political system of democratic government in the United Kingdom, including the roles of citizens, Parliament and the monarch
the operation of Parliament, including voting and elections, and the role of political parties
the precious liberties enjoyed by the citizens of the United Kingdom
the nature of rules and laws and the justice system, including the role of the police and the operation of courts and tribunals
the roles played by public institutions and voluntary groups in society, and the ways in which citizens work together to improve their communities, including opportunities to participate in school-based activities
the functions and uses of money, the importance and practice of budgeting, and managing risk.
Key Stage 4
Teaching should build on the key stage 3 programme of study to deepen pupils’ understanding of democracy, government and the rights and responsibilities of citizens. Pupils should develop their skills to be able to use a range of research strategies, weigh up evidence, make persuasive arguments and substantiate their conclusions. They should experience and evaluate different ways that citizens can act together to solve problems and contribute to society.
Pupils should be taught about:
parliamentary democracy and the key elements of the constitution of the United Kingdom, including the power of government, the role of citizens and Parliament in holding those in power to account, and the different roles of the executive, legislature and judiciary and a free press
the different electoral systems used in and beyond the United Kingdom and actions citizens can take in democratic and electoral processes to influence decisions locally, nationally and beyond
other systems and forms of government, both democratic and non-democratic, beyond the United Kingdom
local, regional and international governance and the United Kingdom’s relations with the rest of Europe, the Commonwealth, the United Nations and the wider world
human rights and international law
the legal system in the UK, different sources of law and how the law helps society deal with complex problems
diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding
the different ways in which a citizen can contribute to the improvement of his or her community, to include the opportunity to participate actively in community volunteering, as well as other forms of responsible activity
income and expenditure, credit and debt, insurance, savings and pensions, financial products and services, and how public money is raised and spent.
### Our Results
For further information please follow the link to the GOV.UK website.
### Coronavirus Information
We continue to monitor the situation with regards to the Coronavirus. To the best of our knowledge we have no cases in the student or wider community of Rainford High.
The Department for Education has launched a new helpline to answer questions about COVID-19 related to education. Staff, parents and young people can contact the helpline as follows:
Phone: 0800 046 8687
Email: DfE.coronavirushelpline@education.gov.uk
Opening hours: 8am to 6pm (Monday to Friday)
No school should close in response to a suspected (or confirmed) COVID-19 case unless advised to do by Public Health England.
Finally, the best way to tackle the challenge posed by Coronavirus is by following public health authorities’ advice, for example on hand washing, and reducing the impact and spread of misinformation by relying on information from trusted sources, such as that on http://www.nhs.uk and https://www.gov.uk/
If there is any change to the situation we will update you as quickly as possible.
Kind Regards
Ian Young
Principal
Advice for parents/guardians
You should not be unduly worried about the possibility of your children catching the Coronavirus.
There is no reason why your children should not continue to attend their early years, school or further education setting as normal.
We recognise that some families or children may be planning to travel to China during the forthcoming half term period. If so, please refer to the FCO’s latest travel advice.
What action you can take
A UK wide campaign has been launched to provide clear advice on how to slow the spread of Coronavirus.
Please help to support the campaign which promotes basic hygiene practices, such as regularly washing hands and always sneezing into a tissue, to stem the spread of viruses. For more information download this advice leaflet: coronavirus-public-info
Advice to those who have travelled recently
Public Health England has changed the advice for individuals who have travelled recently as follows:
Travellers from Wuhan and Hubei Province
If you have travelled from Wuhan or Hubei Province to the UK in the last 14 days you should immediately:
· stay indoors and avoid contact with other people as you would with the flu
· call NHS 111 to inform them of your recent travel to the area
Please follow this advice even if you do not have symptoms of the virus.
Travellers from other parts of China and other specified areas
This advice applies to travellers who have returned to the UK from the following areas:
· Elsewhere in China
· Thailand
· Japan
· Republic of Korea
· Hong Kong
· Taiwan
· Singapore
· Malaysia
· Macau
If you have returned to the UK from any of these areas in the last 14 days and develop symptoms of cough or fever or shortness of breath, you should immediately:
· stay indoors and avoid contact with other people as you would with the flu
· call NHS 111 to inform them of your recent travel to the country
Encouraging good hygiene
As always, if you have symptoms of a cold or flu, then there are measures you can take to stop germs:
· always carry tissues with you and use them to catch your cough or sneeze. Then bin the tissue, and wash your hands, or use a sanitiser gel.
· wash your hands often with soap and water, especially after using public transport. Use a sanitiser gel if soap and water are not available.
· avoid touching your eyes, nose and mouth with unwashed hands.
· avoid close contact with people who are unwell.
### Year 10 London Trip
As part of our citizenship week, we are delighted to have organized a trip for year 10 students
to London from Monday 13th July 2020 to Wednesday 15th July 2020. The total cost for this 3-
day visit will be £270 and includes breakfast and evening meals, accommodation, travel and
entrance to the following attractions, all of which are relevant to the Citizenship curriculum.
For further details on what the trip involves and how to secure a place for your child, please download the letter below.
Year 10 London Trip Letter
### Young Carers
At Rainford:
Everyone Matters
Everyone Helps
Everyone Succeeds
We are passionate about supporting young carers at Rainford so that they can succeed.
Definition of a Young carer:
A young carer is a child or young person who looks after someone in their family who has an illness, a disability or is affected by mental health or substance misuse. They are 18 years old or younger and their responsibilities may include cooking, cleaning, shopping, looking after siblings, giving medication, helping to wash and dress and listening to their worries.
Information for students
If you do any of these, why not pop down to see Mrs Sheedy, who is available every break time Monday to Friday in the auditorium where you can ask for Mrs Sheedy to book an appointment with you. You can discuss any issues or concerns you have or have a chat.
Mrs Sheedy can offer you support and advice along with signposting you to St Helens Young Carers who can provide further help, such as activities and guidance.
St Helens Young Carers also come into school every month, so please see Mrs Sheedy for a slot to see them for support or advice.
If you have any questions or would like some help then see Mrs Sheedy or Mr Kenyon. You can approach them in school or you can contact them using either their emails below, the young carers or using SHARP.
Mr Kenyon – j.kenyon@rainford.org.uk (01744 885914, Ext. 114)
Mrs Sheedy – l.sheedy@rainford.org.uk (01744 885914, Ext. 104)
Rainford Young Carers email: Rhtc_youngcarers@rainford.org.uk
SHARP – Use the school SHARP system to ask for help and we will come and speak to you
Staff Roles
Mrs Sheedy
Young Carers Operational Lead
l.sheedy@rainford.org.uk
Mr Kenyon
Young Carers Senior Lead
j.kenyon@rainford.org.uk
Parent Information
If your child is a young carer, then please contact either Mrs Sheedy or Mr Kenyon for support. We would like to discuss this with you so we can provide the best and most appropriate support for your child. We can signpost your child to young carers who will provide further support. We simply want to help so please contact us.
If you require more information on St Helens Young carers then please go to:
https://www.sthelensyoungcarers.org/
### Year 11 Everyone Succeeds evening 13th February
This years Year 11 Everyone Succeeds event will take place on Thursday 13th February from 4.30 p.m. to 7 p.m. This evening will provide you with key information regarding the GCSE examinations and how you can support your child in preparing for these this summer. You will also have the opportunity to make parents’ evening appointments with your child’s English, Maths and/or Science teachers for this evening and have access to support and advice about post-16 opportunities from our sixth-form team.
### Halton Transport Update
UPDATE: Please note as of Monday 3rd February fares will be charged on all replacement Halton Transport services.
Halton Transport have ceased to operate bus services. Merseytravel has secured emergency provision and school services previously operated by Halton Transport on behalf of the Liverpool City Region Combined Authority will now be operated by Stagecoach from Monday 27th January 2020. This is an interim measure whilst we secure more long term provision. We would ask schools, pupils and parents to work with us during this transition period as there may be some initial teething problems. We would ask you to share this with pupils and parents so they know replacement services are available. For up-to-date information on affected services visit www.merseytravel.gov.uk/travel-updates. For alternative ways to make your journey visit www.jp.merseytravel.gov.uk.
### Teacher of English MPS
Required from 1st September 2020 (2 Posts)
If you want to innovate, lead, support and develop the English experience to the highest standards in a focused and developing team, then Rainford High could be for you.
You must have the ability to teach English across all aspects of the KS3 to KS5 curriculum at this successful 11-18 school.
Rainford High is committed to safeguarding and promoting the welfare of children.
To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhance DBS check.
Application forms to be returned to
Principal’s Personal Assistant; PA@rainford.org.uk
Closing Date: 12pm – Friday, 7th February 2020
Letter
Job Specification
Teacher Standards
Application Form
### Rainford High School pupils spreading Christmas cheer with shoebox collection
Pupils at Rainford High School have once again made sure children not as fortunate as themselves will have a present at Christmas....
Many of the pupils at Rainford High School across Years Seven and Eight have donated over fifty gift-filled shoeboxes for vulnerable children across the world as part of Samaritan’s Purse Operation Christmas Child, one of the UK's largest annual children's charity projects.
Mary Robinson, Curriculum Lead for Geography said “One of the key aims of the department is to not only promote environmental awareness but social responsibility. How each individual can make a difference. What the students have achieved, guided by Miss Donavan is outstanding and to those who receive a gift, it will definitely make a difference”.
Ian Young, principal at Rainford High, said: “We’re incredibly grateful to our students and wider school community for their incredibly generous support to the shoebox appeal. The boxes will help to give a happier Christmas to children all over the world and we in turn wish you a very Happy Christmas.”
### Principal's Letter
Dear Parents/Carers
As we reach the Christmas period and the end of another calendar year, I would like to thank all parents and students for their continued support and hard work. I would also like to thank everyone for continuing to contribute and deliver the school ethos of Everyone Matters, Everyone Helps and Everyone Succeeds. Our school is a happy and positive place because all members of our community are polite and respectful, make good choices and work hard and Christmas is the time of year where being part of a positive community is even more special and significant.
There have been notable successes this term with the school winning the Educate Award for Special Educational Need Provision and coming Runners Up in the Outstanding Commitment to Sport category, making it seven years on the run that the school has either won the award or been the runner up. Our Y10 Girls Tennis Team reached the National Finals and were the only state school in the final four which is a huge achievement for the team; although they did not become National Champions this was a significant achievement for all the girls who were all at least one year under the maximum age limit for their category of the tournament. Hopefully, they can perform as well next year - maybe do even better!
The school has been an incredibly busy place over the last 15 weeks with a number of activities, trips, guest speakers and residential events taking place. These include the Barcelona trip, the skiing trip, the GCSE Rock Climbing residential and numerous sporting fixtures, a Year 9 Be Brilliant Careers Day, as well as a Philosophy and Ethics visit to Cadbury’s and the Y8 Science visit to Chester Zoo. There have also been numerous charity events including Children in Need, The Christmas Fayre and our final day Christmas Jumper own clothes day. The school has also collaborated with North West Learning Partnership to offer a schools direct initial teacher training programme for Maths and Modern Foreign Languages teaching. If this might be of interest to you please contact the school for further information regarding the programme and available bursaries.
Students and families have been incredibly generous in their support and we would like to thank everyone for their contributions - we are delighted that our community, which in many ways is very fortunate, is happy to try to give a little back to those who are in need of additional support.
I would like to ask parents to support our requests for students not to bring chewing gum on site. Students unfortunately fail to dispose of chewing gum responsibly and this has cost the school several thousands of pounds to remove, money that I would rather have spent on investing in high quality experiences or resources for the young people. The respect for the school site and building on the whole is very good but a small number of students show a lack of respect that does bring with it a financial cost to the school that prevents us being able to invest to the extent we would all like to.
I would like to thank parents for continuing to be considerate at the beginning and end of the school day in how they use the school car park and the front of school. Disabled bays and no parking road signs are clearly visible and a number of parents continue to ignore these as a matter of course. This reflects negatively on our whole community even though it is a small minority of people who continue to disregard other people’s welfare and safety. We do appreciate the challenges of picking students up from school but on occasion, the lack of consideration is creating significant risk to the young people who are leaving the school site.
During this term, we have worked hard to continue to raise our standards and expectations around all aspects of school life. We have focused on the basics of equipment and from January, we are going to ask parents to provide a glue stick and a red pen in all students’ classroom equipment they bring from home. This will support improved efficiency of working in lessons and improving the use of feedback and progress strategies that will impact on all students’ learning.
I would also ask that parents continue to support us with our push in reading homework at Key Stage 3, ensuring students read the articles and complete the tests that have been set on Show My Homework. Please make sure that your child has access to this online tool otherwise, they will be missing homework and key learning opportunities.
Alongside the schools drive to ensure students achieve excellent attendance we have introduced a supportive mechanism to ensure students whose attendance is below our community expectation. Catch Up Club will run in the library and students who have an attendance rate of below 92% will automatically attend so that they have a clear picture of what learning has been taking place in the lessons they have missed.
I would make a final request that all Y11 and Y13 students revise in full over the Christmas holiday to ensure that performance in the pre pubic examinations gives a true reflection of their ability and potential. Additionally, this will prepare for the summer examinations making them less daunting. To support student’s we will be emailing weekly revision strategies to Year 11 parents and carers to help you support your child with their revision. Please check your inbox!
If parents or guardians have any questions regarding anything in the end of term letter, please contact the academy directly.
The festive period is clearly a time for family and friends and we wish all our students, parents, carers and families a Merry Christmas and a Happy and prosperous New Year.
Yours sincerely
Mr I Young
Principal
### Rainford High Attendance
Attendance at Rainford High
Our attendance target is 97% because we want all our students to achieve their full potential. We want every student to attend Rainford to learn and thrive. This means that students must not have more than 5 days off in a year.
5-day challenge
The 5-day challenge was implemented to give students a clear understanding of how they achieve 97% attendance during the school year. If a student has more than 5 days absence from school, they are unable to meet the 5-day challenge and achieve 97% attendance.
As you’re aware, high attendance leads to improved and high academic achievement, which means greater success and opportunities for our students. If a student fails to achieve 97% attendance, there is much less chance of success in terms of academic outcomes. Students who didn’t achieve a grade 9-4 in English and maths missed 10 more days on average than those who achieved a grade 9-5 in both English and maths.
Attendance poster
The poster below is displayed in all classrooms and on screens around school to encourage positive conversations and discussions between form tutors, teaching staff and our students – we would also be grateful if you could discuss this with your child:
Rewards
We feel that rewards are an important part of our attendance strategy – below are some examples of some of the rewards we implement as a result of excellent attendance:
Termly rewards for attendance such as vouchers, chocolates and certificates.
100% attendance in December reward – prize draw to win £50.
Best weekly form attendance wins a tub of sweets for their form.
As well as rewards, we continue to provide personalised support for our most vulnerable students in terms of their attendance.
Unauthorised Absences – changes to the law (August 2024)
A new National Framework for Penalty Notices for school absence, including unauthorised holiday absence, is being introduced following changes to the law. These new Government regulations will come into effect from 19 August 2024, and we wanted to bring this to your attention now, as it will affect when penalty notices are issued.
What are the changes?
1. There will be a new national threshold of 10 unauthorised sessions for any reason (equivalent to 5 school days) within a rolling 10 school week period for when a penalty notice must be considered. Children who arrive late to school after registers close will be classed as absent for 1 session. Therefore, 10 ‘lates’ within a 10-week rolling period would result in a penalty notice being considered.
2. The new rules mean you will no longer be able to take your child out of school for one week’s holiday without a penalty notice being issued.
3. There will be an increase in the penalty fine from £60 to £80 if paid in 21 days. If the fine is not paid by the first 21 days, it will rise to £160 if paid within 28 days of being issued.
4. If a second penalty fine is issued to the same parent for the same child within a 3-year rolling period, the fine will automatically rise to £160 with no option to pay the lower rate of £80.
5. If a parent then commits a third offence in a 3-year rolling period, the local authority will need to consider other enforcement options available to them.
Should you wish to discuss your child’s attendance with a member of the team, their contact details are below:
Senior Attendance Team:
Mr Kenyon – Vice Principal responsible for school attendance
j.kenyon@rainford.org.uk
01744 885914
Mrs Cross – Director of Attendance and CEIAG
l.cross@rainford.org.uk
01744 885914
Day to day contacts regarding attendance:
Year 7 Pastoral Leader - Miss P Litherland
Year 8 Pastoral Leader Mrs L Sheedy - l.sheedy@rainford.org.uk
Year 9 Pastoral Leader - Mrs Greenall - l.greenall@rainford.org.uk
Year 10 Pastoral Leader - Mrs Mcartney - a.mcartney@rainford.org.uk
Year 11 Pastoral Leader – Mrs Hill - l.hill@rainford.org.uk
6th Form Pastoral Leader – Mr Pendlebury – m.pendlebury@rainford.org.uk
Attendance Admin – Miss Lowe – j.lowe@rainford.org.uk
Attendance Operational Manager – Mr Taylor – d.taylor@rainford.org.uk
### School Council at Parish Council Meeting
Students from Rainford's Student council had the privilege of being invited to sit in on a Rainford Parish council meeting. It was an excellent opportunity for students to see the workings of an official parish meeting and see how the proceedings are held and how matters are discussed. The students thoroughly enjoyed the experience and hope to further build a productive, rewarding relationship with members of the Rainford community.
The Parish council commented of our students "they are doing amazing at raising the school and students profile along with innovating projects."
### Member of Youth Parliament Ben Lomas
My name is Ben Lomas. I am in Year 10 at Rainford High School and I am the Member of Youth Parliament (MYP) for St Helens. This means that I represent young people from the ages of 11-18 years old on a national scale.
As part of this responsibility, I get the privilege of representing young people in the House of Commons (known as the Mother of all Parliaments) annually and this year, I was able to take part in the UK Youth Parliament Debate on November 8th in the famous venue. During the debate, which lasted the entirety of the day, five different motions that had been submitted by MYP’s from across the country were discussed. They were, Tackling Knife Crime, Tackling Hate Crime, Protecting the Environment, A Curriculum for Life and Mental Health. These issues were discussed because they were the top five issues from the recent Make Your Mark Ballot, which over 800,000 young people took part in nationally, including students from Rainford, where over 1,000 young people participated. Tackling Child Poverty (a motion that I had forwarded) and Protecting the Environment were voted as the most pertinent topics from the ten motions which featured on the ballot paper.
In the debate, there are approximately 15 contributions to each topic from across the chamber. This means that there are around 75 contributions in total. However, there are around 300 MYP’s from across the country, most of whom have a desire to speak on behalf of their constituencies. I was honoured to be selected by Madame Deputy Speaker Eleanor Laing MP – who co-chaired the debate alongside newly elected Speaker, Sir Lindsay Hoyle MP - to speak about the scourge of Knife Crime.
Whereas some other MYP’s had planned numerous different speeches in order to attempt to get selected to speak, I had only planned one speech for this one issue. I felt like I had to truly reflect what the main issues for the young people of St Helens were in the Ballot and the main issue was Tackling Knife Crime, with 2264 votes. Furthermore, it was particularly poignant that I spoke about the issue, as just three days before I spoke in the House of Commons. A 17 year old boy, from St Helens, was stabbed in Sherdley Park, at a Bonfire Night event which I had attended and I was very conscious that I had to use this privilege for the good of the young people of our town.
I am the first Member of Youth Parliament, from St Helens, to ever have spoken in the House of Commons and it was the proudest moment of my life to be able to give St Helens a voice on the national stage.
At the end of the debate, me and my fellow MYP’s voted in the division lobbies for two of the five issues that we felt should be made into the UK Youth Parliament national campaigns for the year. The two issues that received the most votes from MYP’s were made into the campaign for the year. Whilst I legally can’t say what these two issues are, because of restrictions relating to the General Election – Purdah – I am allowed to say that the two issues that I voted for were Protecting the Environment and Tackling Knife Crime, as they were the two issues that young people in St Helens voted for the most.
If you are a young person, between the age of 11 and 18, and you want to contact me about Parliament, a local issue that is important to you, how to get involved in Youth politics and Youth Parliament, or about my manifesto and what work I do, then please contact me on my school email address:
R09772@rainford.org.uk
### AJ Bell Awards 2019
Rainford High and the AJ Bell Trust make awards to talented students across the fields of Sport and the Arts.
The 2019 round of AJ Bell Trust Sports and Arts scholarships have been award at Rainford High to some of their most talented students in the fields of sports and the Arts. Now in its fourth year the AJ Bell Scholarships continue to grow with 33 students giving scholarships in the fields of music, arts and sports. Young people who are excelling in areas including dance, music, cake making and a range of sports from ice hockey to netball have been recognised by this year’s scholarships.
Ian Young Principal of Rainford High said “We are fortunate to have an incredible amount of talent within the school and some of our students are performing at a level that the curriculum does not support their progress in their chosen sport or art so we are delighted to be working with the AJ Bell Trust to give them opportunities that both inspire and support their dreams.”
The awards are bespoke to the individual student in some cases being exciting opportunities to be inspired and in other cases support in attending National and World events. The hope is that one day an Olympic Gold Medallist or another elite performer in an artistic field will have benefited from the opportunity the AJ Bell Trust Awards and Rainford High have given them.
### Educate Award Winners 2019!!
It was a magical evening at this year's educate awards. Two of our fantastic department were up for an award; SEND Provision and Outstanding Commitment to Sport. Dressed in all our finest, we were treated to a wonderful evening of food and entertainment in, what can only be described as, the most spectacular of venues at Liverpool's Anglican Cathedral.
As the night went on, the nerves began. Could we be in with a chance of winning? Looking at the tough competition from a range of fantastic schools, we dared to hope. First up, was our SEN department for their SEND Provision award. SENCO Joanne Burgess commented that her, 'team work so hard and are so dedicated to their students, each and every day, that a win for them would be a fantastic reward for all that they do.' Well, Jo's wish came true and the room erupted into cheers when they were announced as the winners. Never a happier group of people could be seen running to the stage to collect their award, which was so deservedly won.
Next up, was Outstanding Commitment to Sport; something which no one could argue our PE department display each and every day, both within classes and the extra-curricular provision that they provide for our students. Unfortunately, we could not make this a 6th win. But, second place in what was a highly competitive field, is still cause for celebration and again shows that the hard work of our staff was recognised by the judging panel.
We spent the remainder of the evening celebrating the fantastic work by both departments and enjoying the rest of this beautiful event. Thank you to everyone at the Educate Awards for such an amazing evening and we hope to be back again next year to add to our growing cabinet of awards!
### LTA Regional Tennis Winners!!
Rainford High girls have won the LTA School team Tennis Competition Regional Finals in Sunderland. In two fiercely fought matches they beat Strathallan of Scotland 10-7 after a tie break shootout and then beat RGS Newcastle 11-9 after another tie break shootout. They now go to the National Finals on December 6th as one of the top 4 teams in Great Britain!
The girls were a credit to the school both on and off the court. The team were Phoebe Mitchell,Erin Scott,Beth Kearney,Megan Edmunds and Rebecca Pearce. Congratulations to all!
### Rainford High School Buses
Dear Parents/Carers –
In response to feedback from families about bus services to and from school, we have again been in contact with Merseytravel to convey observations about capacity on buses. Please be reassured that school will continue to manage the waiting, queueing and access to buses after school, but the driver manages decisions relating to capacity on the school buses, and Merseytravel refer to this in their response below:
Rainford High School has four afternoon journeys that serve the Eccleston area: 791, 792, 793 & 794. As with any bus service the vehicles should not carry a greater number of passengers than the maximum capacity stated on the plate at the front of the vehicle, and it’s the driver’s responsibility to ensure the vehicle is not overloaded.
Our boarding data suggests that there is sufficient capacity across the four services mentioned above, so if one in particular is full then pupils should be aware of the alternative trips available to them. Attached is a copy of the timetable booklet that shows all supported bus services to and from Rainford High, and also a copy of the 38B timetable booklet, as this is an additional alternative that will take pupils from Hydes Brow to Bleak Hill Road and Kiln Lane.
Both of these can be found on the Merseytravel website:
Supported journeys for Rainford High School: Link to Bus Timetables
Service 38B: Link to timetable
Any questions from parents/pupils should be directed to https://www.merseytravel.gov.uk/about-us/Pages/Contact-Us.aspx where people can contact Merseytravel via email, calling the contact center or by other means explained on the website.
School will continue to monitor and support students’ travel to and from school, and work with those services that provide transport. Copies of the bus timetables that serve our school are found on the website under About Us/Daily Life/School Buses.
Yours Faithfully,
Ian Murphy
Vice-Principal
### Christmas Fayre Donations
### Website Menu Issues
We are currently experiencing a temoprary issue with our website menu. We hope to recfify the issue as soon as possible.
### Personal Development (PSHCE & RSHE)
Intent:
Rainford High recognises the vital role that effective PSHCE & RSE plays within the personal development of all students. We are very aware that children and young people are growing up in an increasingly complex world and living their lives on and offline, as well as engaging and being exposed to different relationships. This presents positive and exciting opportunities, but also presents a variety of challenges and risks. Students are joining a competitive world and will need to work hard to be successful citizens. In this environment, children and young people need to know how to be safe and healthy, and how to manage their academic, personal and social lives in a positive way - as stated by DFE.
The aim of at Rainford High’s PSHE and RSE curriculum supports the schools Personal Development aim which is:
‘To ensure all students are equipped with the knowledge, understanding and wisdom to become well-informed, productive and successful members of their communities and a global society.’
Working with the school’s ethos at its heart, the PSHE and RSE curriculum aims to develop a range of personal attributes that will ensure all students are safe, prepared to lead happy, healthy and productive lives and secure successful futures.
*We want our students to be
Everyone Matters: We expect our community to be polite and respectful
*Respectful, Responsible and Resilient
Everyone Helps: We expect our community to make sensible choices
*Helpful, Happy and Healthy
Everyone Succeeds: We expect our community to work hard
*Safe, Successful & Sociable
We intend for our students to develop these skills, as well as their knowledge and understanding of concepts within the curriculum themes below in order to best prepare them for life after school (as recommended by the PSHCE Association)
Identity (their personal qualities, attitudes, skills, attributes and achievements and what influences these; understanding and maintaining boundaries around their personal privacy, including online)
Relationships (including different types and in different settings, including online)
Risk (identification, assessment and how to manage risk, rather than simply the avoidance of risk for self and others) and safety (including behaviour and strategies to employ in different settings, including online in an increasingly connected world
Diversity and equality (in all its forms, with due regard to the protected characteristics set out in the Equality Act 2010)
Rights (including the notion of universal human rights), responsibilities (including fairness and justice) and consent (in different contexts)
Change (as something to be managed) and resilience (the skills, strategies and ‘inner resources’ we can draw on when faced with challenging change or circumstance)
Power (how it is used and encountered in a variety of contexts including online; how it manifests through behaviours including bullying, persuasion, coercion and how it can be challenged or managed through negotiation and ‘win-win’ outcomes)
Career (including enterprise, employability and economic understanding)
Implementation:
At Rainford we study PSHCE under the below three themes; linking with the PSHCE Association Guidance and expertise within the delivery of PSHCE:
Living in the Wider World
Health and Well-being
Relationships
Two x 35 min tutor time sessions per week are spent studying PSHCE, led by learning tutors in their tutor room. The curriculum is supported by a broad and balanced assembly programme that is led by a mixture of specialist subject staff and a range of external speakers / providers to enrich and further support the programme. Learning Leaders and Learning Tutors deliver a challenging and thought provoking PSHCE curriculum, which is based on:
Developing students’ knowledge and understanding of a range of PSHCE and RSE topics covered within the three curriculum themes of Relationships, Health & Well-Being and Living in the Wider World.
Providing opportunity for self-reflection, discussion and debate within all areas, the development of individual and collective confidence and self-expression, as well as the development of students’ oracy and communication skills - via the promotion of speaking, listening and presentation opportunities.
Being proactive in the prevention of and responsive within addressing local, regional and national issues and safeguarding concerns.
Learning Leaders utilise, adapt and tailor a range of resources from the PSHE association, Brook, National Online Safety and a range of other sources; within a common delivery framework that allows for effective delivery of content, provision of discussion and debate opportunities and signposting students towards where they can find further help and support.
Relationships and Sex Education (RSE)
In line with DFE (2020) statutory requirements, we ensure that relationships, sex and health education is prioritised within the scheme and in enrichment assemblies and activities; including links with mental health and well-being education and securing inclusive provision for our most vulnerable SEND and DA students.
The curriculum is progressive in order to reflect the ‘stage and age’ of students within Year 7 to 13 covering more complex topics at appropriate times in their development. Delivery of RSE themes is supported by a range of curriculum areas who cover key strands within their subjects. In line with DFE expectations (2020) these RSE themes ‘should be taught sensitively and inclusively, with respect to the backgrounds and beliefs of pupils and parents while always with the aim of providing pupils with the knowledge they need of the law’.
Please click the link below to see the relationships and sex education policy and cross-curricular audit for more detailed information.
Relationships, Health and Sex Education Policy
Impact:
Whilst the impact of many areas of personal development provision – including PSHCE and RSE – are difficult to measure, we believe that our PSHCE and RSE provision and inclusive delivery plays a vital role in enabling the overwhelming majority of our students reach their next steps and become well-informed, productive and successful members of their communities and a global society. Destinations data supports this belief and indicates that 98% of students were successful in gaining their chosen ‘next steps’.
As a result of the knowledge and understanding gained within both the curriculum and enrichment opportunities, the vast majority of students work productively within the school’s inclusive ethos and are able to develop as person as well as a pupil; demonstrating the positive personal and social attributes described within our curriculum Intent / Aims section both as a current student and within the next stages of their personal development journey.
Curriculum Overview:
Core Theme 1: Health and Well-being
how to manage transition
how to maintain physical, mental and emotional health and wellbeing;
how to make informed choices about health and wellbeing matters including drugs, alcohol and tobacco; maintaining a balanced diet; physical activity; mental and emotional health and wellbeing; and sexual health*
about parenthood and the consequences of teenage pregnancy*
how to assess and manage risks to health; and to keep themselves and others safe
how to identify and access help, advice and support
how to respond in an emergency, including administering first aid
the role and influence of the media on lifestyle
Education on FGM
Core Theme 2: Relationships
how to develop and maintain a variety of healthy relationships within a range of social/cultural contexts and to develop parenting skills
how to recognise and manage emotions within a range of relationships
how to deal with risky or negative relationships including all forms of bullying (including the distinct challenges posed by online bullying) and abuse, sexual and other violence and online encounters
about the concept of consent in a variety of contexts (including in sexual relationships)
about managing loss including bereavement, separation and divorce
to respect equality and be a productive member of a diverse community
how to identify and access appropriate advice and support
Core Theme 3: Living in the wider world
about rights and responsibilities as members of diverse communities, as active citizens and participants in the local and national economy
how to make informed choices and be enterprising and ambitious
how to develop employability, team working and leadership skills and develop flexibility and resilience
about the economic and business environment
how personal financial choices can affect oneself and others and about rights and responsibilities as consumers
Learning Journeys
You can access the Learning Journeys for each year group below:
Year 7
Year 8
Year 9
Year 10
Year 11
Year 12
### Extra-curricular
Please find below our extra-curricular activities timetable. Table A shows the activities that are provided to enrich student experiences and the Table B shows academic support sessions.
At Rainford, we want everyone to succeed and we understand that success is a child’s personal development as a whole and not just academically. Therefore, we encourage our students to take part in extra-curricular activities to broaden their experiences.
If you can’t find an activity on the below tables and you would like to suggest an idea to us then please email us at info@rainford.org.uk so we can strive to improve our offer.
If your child is receipt of Pupil Premium, meaning they either access free school meals or have done in the last 6 years, and you need supporting in enabling your child to access any extra-curricular activities then please contact Mr White (Pupil Premium Pastoral Manager) using m.white@rainford.org.uk or contact school on 01744 885914.
Table A: Extra-curricular timetable
Table B: Curriculum Support timetable: Revision, Coursework and Homework
Year 11 Autumn Revision Timetable
### STEM
STEM is based on the idea of educating students in four specific disciplines, Science, Technology, Engineering and Maths in an interdisciplinary and applied approach.
By exposing students to STEM and giving them opportunities to explore STEM related concepts, they can develop a passion for it and introduce them to jobs in the STEM field.
At Rainford we like to offer STEM opportunities both within school and with offsite visits that provide career provision set out by the Gatsby benchmarks.
STEM-based activities in real life situations enable students to learn about industries available to them as a work place, and gain a valuable insight into possible future STEM careers. This interaction with employers offers benefits that cannot be reached in the everyday classroom.
Some examples of the partnerships we have recently had include;
Unilever
VEX Robotics
Bill Gates Youth Grand Challenge
CAL International
The Big Bang Fair
All About STEM
The Science Curriculum is enriched with STEM based learning opportunities including the completion of Year 7 and 8 STEM projects celebrating scientific milestones i.e. The 50th Anniversary of the moon landing. Year 8 students visit Chester Zoo to gain insight into the practical implications of Conservation and Biodiversity. Year 10 and 11 students attend the GCSE Science Live lectures providing them with the chance to see and hear some of Britain’s top scientists, all working at the cutting edge of their specialisms.
Lessons are enriched with a variety of hands on practical activities designed to engage and inspire students to want to develop their ideas relating to STEM outside of the classroom. The following links are recommended for use at home:
How Stuff Works
Science Buddies
National Geographic Kids
Exploratorium
STEM activities for kids
For updates and to see previous visits and competitions follow us on Twitter @RainfordScience.
For more information on Rainford STEM please visit: https://sites.google.com/rainford.org.uk/stem-rainford/home
### Rainford High Photography Competition
Calling all budding photographers!
Do you take a lot of photographs?
Are you great with a camera?
Have you got the perfect photograph?
Then why not submit your photograph to be in with a chance of having it included in the Rainford High 2020 Calendar.
We would like to have photography submissions based around the theme 'Seasonal Landscapes in Great Britain'
All submissions must be made by Friday November 15th 2019.
To submit your entry please click on this link and log into your google classroom account to fill in the form and upload your picture.
Alternatively submit your image with accompanying name, form, season and location of image to r08757@rainford.org.uk.
### First school in St Helens to be awarded ADHD Friendly school status
Rainford High Technology College was the first school in St Helens to be awarded the prestigious ADHD Friendly School award at the ADHD Foundation’s annual conference in Liverpool on October 4th. Rainford High School has displayed an outstanding commitment to all of their students with ADHD. As well as thorough staff training provided by the ADHD Foundation, the school has engaged in the ADHD Foundation’s Umbrella project, National Neurodiversity Week and have put in place an array of support structures and strategies to ensure that the students with ADHD can access the curriculum fully and are happy and achieving at school. All students learn about and celebrate Neurodiversity. As Joanne Burgess, the SENDCO, said, “ Rainford High School provides a much needed calming environment for those students with ADHD who find school sometimes a very anxious place.”
Dr Tony Lloyd, the CEO of the ADHD Foundation said “It has been a privilege to work with Rainford High School. The staff have gone above and beyond to make their lessons and their school environment enjoyable, supportive and safe spaces for their students with ADHD and I’m glad that they are getting the recognition for this that they deserve.”
The ADHD Foundation, who have their head office in Liverpool, works in partnership with individuals, families, doctors, teachers and other agencies to improving emotional well-being, educational attainment, behaviour and life chances through better understanding and self-management of ADHD, ASD and related learning difficulties.
About the ADHD Foundation
ADHD Foundation was set up in 2007 to promote and improve the mental health outcomes, educational attainment, social inclusion and life chances of children, young people and adults affected by ADHD through early intervention with a range of training and therapies.
The Foundation has pioneered a lifespan multi modal service in the Northwest and is the largest provider of training for schools in the UK. The ADHD Foundation Influences policy and provision nationally through evidence based programmes that enable those with ADHD to self-manage their ADHD, develop resilience, reduce dependency and improve their life health, education and employability.
### Student Council Meets with Rainford Parish Councillors
Our student council had a very informative and productive meeting with Councillors Chris Lamb and Victoria Swainbank from Rainford Parish Council.
They discussed many issues from environmentalism and how students can help support the local Rainford In Bloom event, to how students can better engage with and be involved in their local community through Village Hall events for older residents.
Councillor Lamb, told the students about the chocolate orange appeal that he organises every year. Students asked could they help support the appeal. Mr Young set the students and the school a target of collecting 800 chocolate oranges in time for the December distribution. Councillor Lamb asked would they also like to help distribute them.
### Brexit
For advice and guidance on how Brexit may affect our school and you and your family please follow the link below:
Brexit advice from Gov.uk
### Year 11
Re: Y11 and Y13 Remote Learning – October half-term
Dear Parent/Carer,
I’m delighted to be able to write to you with details of remote learning sessions that will take place over October half-term to support Year 11 and 13 with their studies.
As you are aware, this is a crucial time in your child’s education. Anything you can do to maximise the support on offer from the school, as well as encouraging independent study at home, will help to improve students’ outcomes. If your child is absent from school, and would like to attend sessions, please contact the teacher delivering the session for access.
Over October half-term, we would appreciate your support with the following:
Encouragement of your child’s attendance to remote sessions (the timetable for this is included and is available on the website)
Reinforcement of independent study – we would recommend that students complete approximately 1-2 hours per day over the break;
Whilst all of the above is integral, we would also like to remind both students and parents of the need for students to rest and have opportunity to refuel. Most students are working exceptionally hard and have earned a well deserved break.
If you have any questions/queries regarding our October half-term events, please don’t hesitate to contact me, Miss Trivedi (s.trivedi@rainford.org.uk) or Mr Fletcher (g.fletcher@rainford.org.uk).
The timetable of sessions can be downloaded here: Timetable of Sessions
Mrs Laura Cross
Director of Stakeholder Academic Engagement
L.cross@rainford.org.uk
### Vocabulary
Words unlock the doors to a world of understanding.
Vocabulary is one of the most important aspects of a modern curriculum. At Rainford High, we believe that explicit and engaging vocabulary teaching has the power to promote independence in learners, ignite imaginations and improve attainment.
Research suggests that the typical vocabulary size of a successful pupil leaving secondary school today is 50,000 words. At Rainford High, your child will be encouraged to expand their vocabulary knowledge through explicit vocabulary teaching in lessons across the curriculum. They will be guided to explore the etymology and morphology of words to deeper understand them. Over 90% of the vocabulary of academic texts in school has Latin and Greek origins, therefore teaching etymology has positive implications for learning and cracking the academic code.
Each week, students will also be introduced to a new ‘Word of the Week’ which they will be asked to try and use in their written and verbal work during lessons and around the school.
Every time they use this word, students will be rewarded with a ‘Word of the Week’ merit. There will also be half-termly prizes for using the ‘Word of the Week’ to further encourage its use amongst students.
What can I do at home to support my child’s vocabulary development and help them to reach that magic 50,000 words?
Talk to your child about the ‘Word of the Week’. Can they use the word in a sentence? Can they explain the etymology and morphology of the word to you or give you a definition?
Encourage your child to read for pleasure. Through reading, your child will be exposed to a wealth of vocabulary. Reading helps to learn new words from the context in which they are used, thereby making it easy to remember the new words and more importantly, how and when they are used.
Check that your child has downloaded and is using the ‘PiXL Unlock’ vocabulary app. This is free to download and seeks to aid students’ academic achievement by taking them on a journey through each word they encounter to teach, consolidate and continuously develop their vocabulary knowledge and range.
Encourage your child to experiment with new vocabulary in their conversations with you. There are some fantastic apps that you and your child can access for free which give a ‘Word of the Day’. Please see the links below for some suggestions. Why not download one and start a family competition to see who can use the word the most?!
Useful links:
PiXL Unlock
Free Rice – a free vocabulary game from the charity ‘The World Food Programme’. For each correct answer, the equivalent of 10 grains of rice is donated to the WFP who use it to save and change lives in more than 80 countries around the world, feeding people caught in conflict and disasters, and laying the foundations for a better future.
https://www.vocabulary.com/app/
https://www.merriam-webster.com/word-of-the-day
### Windle Island Travel Disruption
We have been informed that works will recommence on Windle Island from the 7th of October for approximately 4 weeks.
This may cause delays in travel time both to and from school. Please see letter below from Balfour Beatty for more information.
Windle Island Road Works
### Bronze D of E Letter for Parents
Please click the link below to download the letter:
D of E Parent meeting letter
### Learning Support
Core Curriculum
The CC group is a 'stage not age' provision that has been formed to ensure that we are meeting every child’s individual additional needs in relation to their complex SEND. There are three classes in total which have a maximum capacity of 10 students.
Teaching is personalised to their academic ability and follows their personal EHCP requirements to ensure we are effectively individualising their learning experience. CC students learn through a completely different timetable and curriculum to the rest of the mainstream school at Rainford and there is a heavy focus on Literacy, Numeracy and Life Skills.
Staff
Miss A Drewett: a.drewett@rainford.org.uk
Miss H Greenway: h.greenway@rainford.org.uk
Ms D Bedgood: d.bedbood@@rainford.org.uk
Miss C Lawrenson: c.lawrenson@rainford.org.uk
Ms S Bates: s.bates@rainford.org.uk
Miss Z. Shaw: z.shaw@rainford.org.uk
For any additional queries, please contact: cc@rainford.org.uk
Facilities
We have three classrooms along the Learning Support corridor that are readily adapted depending on the ever-changing needs and progress. Learning here is very sensory and practical and provides learners with opportunities to celebrate their strengths across the curriculum as well as targeted curriculum based interventions.
Every morning, the students complete Sensory Circuits to consider those students with Sensory Diets in place and we also regularly take part in the 'Daily Mile' initiative at students' pace to promote health and wellbeing
Support
Where students need a completely separate approach to their learning, our staff work on a 1:1 basis developing students individually. Physio and Speech and Language support also takes place as needed for students with varying SEND.
TA’s are there to help students reach their full potential whether this be through 1:1 support, group support or emotional and behaviour for learning strategies. Students will be chosen to do interventions ranging from handwriting and punctuation to times tables. There is no set range of interventions as they are all catered towards the individual needs within a class.
Curriculum outline
Literacy
In CC, we cover everything from Phonics to Entry Level GCSE according to the personalised needs of each child. As a result, students will become more literate citizens and ready for the wider working world.
Literacy intervention on a weekly basis to all students as a 1:1 session allowing continued personalised progress.
Maths
CC Maths covers everything from basic number skills to Entry Level GCSE according to the personalised needs of each child. Students sessions are planned in carousel style to provide a mixture of both teachers led, group work and independent tasks that meet National Curriculum requirements and guidelines while also developing students’ basic skills and confidence across the varying topics within Mathematics.
Catch Up Numeracy intervention is delivered twice weekly to all students as a 1:1 session allowing continued personalised progress.
Life Skills
KS3 students experience 4 hours of Life Skills per week. This is vital to preparing them for adulthood and successful integration into society both during and after life at Rainford High. Life Skills is again personalised learning according to their stage and age along with their aspirations. Learners have access to cooking and technology facilities for a double session every week where they experience the independent cookery, hygiene and safety skills needed as they mature.
In KS4, students work towards completing an ASDAN Food Wise certificate to consolidate and build on all of the practical and theoretical skills they have acquired on their journey at Rainford High.
Other subjects
Along with Science, PE, Humanities and Creative sessions. CC students learn through a completely different timetable and curriculum to the rest of the mainstream school at Rainford. This changes based on teacher assessment and ever changing children needs for example:
Music
Makaton
Dough Disco
PE
PSHE
Enrichment
As students progress through the years, we look at alternative qualifications suitable to individuals for Maths, English as well as their interests and a Personal Development Programme.
Extra-Curricular
CC students are welcome to attend a weekly Brick Club (Lego) as well as a Boccia and Kurling Club ran by our team.
The Learning Support department and Rainford High is dedicated to providing an inclusive school for all and will continue to celebrate diversity.
Excel
Overview
The Learning Support Department have formed the Excel classes to ensure that we are meeting every child’s individual additional needs by providing an environment and education which closes gaps from Key Stage 2 and offers a more personalised learning approach. We offer smaller class sizes of up to 18 where primary trained teachers develop the skills that were not met in Upper Key Stage 2, as well as differentiating the mainstream curriculum. This allows a focus on closing academic gaps and allowing a more sensory, calm and visual environment, while also keeping in touch with what the rest of their year group are learning.
Although Excel pupils stay as a class throughout the school day they will be part of a form, which gives them chance to socialise out of the Excel class. This will also be the case for their PE lessons.
Staff
Mr M Blackwell, m.blackwell@rainford.org.uk
Ms N Donaldson, n.donaldsonl@rainford.org.uk
Mr R Stow, r.stow@rainford.org.uk
For any additional queries, please contact: senco@rainford.org.uk
Facilities
We have two dedicated classrooms on the Learning Support corridor, as well as the Everyone Succeeds Centre (ESC) where students are welcome if they require a quieter, more secure atmosphere at break and lunch times. There is also a dedicated computer area the pupils can access during break times and will be used during some lessons to aid learning.
Support
Excel classes always have a minimum of 1 Teaching Assistant in each lesson as well as the class teacher. TA’s are there to help students reach their full potential whether this be through 1:1 support, group support or emotional and behaviour for learning strategies. The Teaching Assistants are also there to deliver focused and targeted interventions to close gaps in learning within English and Maths. Students will be chosen to do interventions ranging from handwriting and punctuation to times tables. There is no set range of interventions as they are all catered towards the individual needs within a class. Each individual pupil will also have a key worker who they can build a positive relationship with. The Key worker is there to support pupils and parents/guardians.
Extra-curricular
We offer a weekly SEND homework club which is staffed in the Library to help student’s complete independent study and a games club.
Pupils are also welcome to join in any extra-curricular activies available after school.
Curriculum outline
English
The English Excel class follows a scaffolded approach of the schools English curriculum. We will look at the same genres of books, poems and extracts as others in the year group but at a more supported level. The Excel lessons are tailored to each class and cover gaps in learning from KS2. Students are prepared and supported for assessment through breaking learning down into understandable and accessible stages and through different representations and ways of delivery. For example, if Year 7 are studying Shakespeare, the Excel class will read simplified texts, watch animated versions and do a range of visual representations of the story before delving into the language and features.
As we feel reading is important Excel classes have an extra English lesson where they work at improving their reading skills. This is done on a carousel of reading, comprehension and SPaG activities with consideration of individual needs. We encourage reading at home.
The students’ progress of their reading and spelling age will be regularly reviewed, together with their overall progress in English against the criteria in the following Progress Ladders.
Maths
Maths Excel classes follow the same ‘Maths Mastery’ scheme as the rest of their year group, but learning is made a lot more practical using a bigger range of resources to understand every concept. Particular attention is also focused on the skills that the students can be challenged in as well as those that they access confidently. In addition to this, students do a lot of basic skills and life skills learning within Excel, developing confidence in topics such as money and measures, ready for their adult life. Learning is simplified yet still challenging to ensure that gaps in learning are not being forgotten.
The students’ progress in their numeracy skills will be regularly reviewed, together with their overall progress in Maths against the criteria in the following Progress Ladders.
Humanities (Year 7)
Humanities Excel classes follow KS2 & 3 Geography, History and RE objectives but with a heavy Maths and writing focus throughout each lesson. This is to ensure that students are continuously improving their Numeracy through problem solving and data handling skills as well as having more writing practice than just in their daily English lessons. The coverage of KS3 objectives is extremely practical and relevant for the students within the class.
PSHE
PSHE is taught in form time twice a week, this is our whole school approach to PSHE but Excel will also have an additional lesson each week. In PSHE the pupils will addresses the key concepts, skills and attributes that are needed for students to develop in these three core themes: Health and Wellbeing; Relationships and Living in the Wider World.
PSHE allows us to safeguard pupils, support their spiritual, moral, cultural, mental and physical development and prepare them for the opportunities, responsibilities and experiences of life.
Other Subjects
Even though the Excel classes are mainly based with their English and Maths teachers, they also do other subjects with teachers around the school as referenced below. Good practice is regularly shared between the Learning Support staff and other subject teachers to ensure consistency and that learners’ individual needs are truly being met. These other subjects are all giving students opportunities to think about what suits their learning style, preparing them for picking their curriculum ready for GCSE’s and their future careers.
Science, Technology, Music, P.E., Drama.
### Year 10
KS4 Subject Information & Support: including a breakdown of timings and weighting of examinations, key topics, useful websites and useful revision tips per subject studied.
Making Outstanding Progress booklet: a guide to how parents and careers can support students at Rainford High.
### Parent Letters 2019-20
Improving Punctuality
Start of year letter from Mr Young
Y7 Letter to Parents KS3 September 2019
Y8 Letter to Parents KS3 September 2019
Y9 Letter to Parents KS3 September 2019
Yr10 GCSE Welcome event
Secondary Parent-Carer Letter
Y8 Letter to Parents KS3 January2020
Y7 Letter to Parents KS3 January 2020
Y9 Letter to Parents KS3 February 2020
Year 11 letter to parents post mocks March 2020
### Letter to Parents
Dear Parent/Carer
Welcome back to a new school year at Rainford High. As a school we continue to look to improve and offer a better educational experience for every student. To ensure we can deliver our ethos of Everyone Matters, Everyone Helps, and Everyone Succeeds, as Principal I am asking for every parent and carers’ positive support of four key school developments over the coming year.
1. Last year we saw an increase in attendance and a 38% decrease in exclusions. Wishing to build on these significant improvements, we are focusing on eradicating all low-level disruption in lessons by focusing on talking out of turn and have developed a behaviour for learning system that links the League of Effort, behaviour and standards systems alongside our rewards and sanctions system. These systems have matured to be clear, inclusive and responsible and I would hope and expect that all parents/carers will support us in our drive to create an excellent learning environment for all.
2. We are also driving basic standards of uniform and equipment. All students need to be in full uniform and be properly equipped to be successful in school. Failure to meet the basic standards will mean students serve a lunchtime detention. Strong contributing factors in academic and all-round success in school include students turning up on time, ready to work and committing to working hard, as well as being fully equipped to take part in lessons. We expect every student to do this.
3. Having reflected and reviewed on how we have a significant impact on underperforming students, we have decided to implement a simple whole school policy relating to the quality and quantity of work we expect students to complete. Students must complete a minimum expected standard and quality of work in every lesson. If students fail to do so they will complete the work before the next lesson. This will be achieved in a number of ways including break, lunchtime and after-school detentions. For all our students to succeed every one of them needs to work hard.
4. We are committed to developing our students’ reading and development of academic vocabulary. To achieve this, we have introduced a reading driven homework system across the school at KS3 which means all students will read a minimum of 156 articles a year and complete quizzes based upon these articles. Students will also be taught academic vocabulary explicitly to support their learning and improve their access to the whole curriculum.
We will continue to offer high quality opportunities for all students who attend Rainford High. Every member of the Rainford High team is committed to ensuring that every student achieves their full potential and has a broad and balanced curriculum experience that allows them to be successful.
We are also expecting a visit from OFSTED this year and we would appreciate parents recording their views on the school on the OFSTED parent view website. The following link will take you to OFSTED’s parent view website https://parentview.ofsted.gov.uk
Thank you for your support over the coming year.
Yours faithfully
Mr Ian Young
Principal
### KS4 Assessments
Each department has an appropriate curriculum plan to match the school Assessment. Recording and Reporting calendar, and the dates of mock examinations series are published in advance of the academic year. All subjects assess students to identify and address gaps in students’ learning and to best secure key concepts to ensure progression through the curriculum for all students.
Periodic assessments – typically, mock examinations and formal assessments in KS4 - are usually ‘higher-stakes’ with important implications for teacher feedback and parental reporting. They must reflect:
lesson objectives and learning outcomes from previous teaching;
milestones in the student’s learning route.
Our Assessment Policy states that formative feedback takes place in KS4:
twice a half-term for all subjects.
‘Day to day assessment’ will take place as in KS3.
To reflect our aspirations and ambitions for all students, we set each pupil an Outstanding Progress Target for each subject they study. For information on how these targets are calculated, please click the link below. You will receive information on your child’s OPTs in Year 10.
Information-about-OPTsDownload
You will also receive information about your child’s OPTs, together with their current grades in all subjects, in the Progress Reports sent home.
### Creative Digital Media -
To download subject overviews please follow the link/s below:
Creative Media
### Child Development -
To download subject overviews please follow the link/s below:
Child-Development
### Computer Science -
Curriculum
Intent:
The Computing department at Rainford aims to enable students to develop skills and knowledge in Computer Science and Digital Technologies to prepare them for a future in a world where the use of this technology is fully embodied. We wish to enthuse students to have an understanding far deeper than the interface that they currently operate.
We aim to enable students to develop a love of learning for the subject and an understanding that there are no limits to their own development in programming and IT.
Using the strands of computational thinking will aid learners with their Computer Science studies and ability to solve problems, as it is embedded within everyday life activities. Students will develop transferable IT skills that can be used across different curriculums to support their academic studies and build their resilience and independence.
Implementation:
Development of our engaging curriculum will provide students with a broad Computing and IT knowledge set covering a range of key principles from Computer Systems to Computational Thinking and Programming. The curriculum will cover content from within the ever fast paced changing digital world and the technology that it encompasses with the latest technology available for students to use.
Students will develop their enthusiasm and resilience within the subject and will be provided the opportunity to enrich their education and learning through robotics lunchtime clubs and industry level cyber security training.
KS3 students will learn the importance of staying safe online and how computer systems work. They will be given the opportunity to develop their programming and digital technology skills through different engaging projects to stretch and challenge their knowledge.
Students will be regularly assessed through tests and quality projects created to ensure knowledge and understanding that has been learnt can be applied to different scenarios.
Moving into KS4 students will develop their previously acquired skills and be able to apply them to larger projects and overcome more complex problems. Students will further develop their understanding of computational thinking and how computers work and overcome a variety of different projects were skills must be applied.
Through studying how different systems work students will have an excellent understanding of all aspects of computer science and their impact on society and the wider world.
Impact:
Our aim is for students to engage and enjoy the subject across all different aspects and understand how the development of IT is rapidly changing and will be a large part of their lives and careers.
Students will leave with the skills to fully embrace a future of rapidly advancing computer technology. Students will be armed with skills to be able to problem solve in numerous fields within the subject and be ready for the jobs of the future.
Students will be in strong positions to be able to apply for apprenticeship careers within IT, cyber security or software development or apply to a related higher level education course.
Careers and Opportunities
Almost all careers require some use of ICT resource. Specific job roles available are roles such as web developer, software engineer, cyber security, network management. ICT and computing offer a wide range of apprenticeship opportunities as well as opportunities to study at a Higher Education level.
Facilities
We have 5 fully equipped ICT rooms one of which is a Pi Lab allowing for a greater number of programming projects to be undertaken.
Support
We run a weekly computing club that allows students to engage with some exciting projects from games development to robotics.
Extra Curricular
We offer a range of trips from visits for cyber security workshops to university trips.
To download subject overviews please follow the link/s below:
### Design and Technology -
Curriculum
Intent:
Design and Technology at Rainford is a stimulating, rigorous and practical subject encompassing the four specialist areas of Graphics, Product Design, Hospitality & Catering and Textiles.
Our curriculum strives to present a range of opportunities for students to develop their creative, practical and technical skills as they design and make prototypes and products that solve real life problems within a variety of contexts, considering both their own and others’ needs, wants and values. We will encourage students to take risks in their design approaches and aim to develop resourceful, innovative and enterprising young learners who can go on to be the next generation of creative thinkers, designers and practitioners.
Implementation:
The carousel structure at KS3 will allow students to experience the diversity of each specialism and prepare them for further study at KS4 and beyond should they choose this subject option.
At KS4 students will be given the opportunity to focus on their chosen specialism and opt for the course that best suits their own career aspirations or interests. We will continue to offer both GCSE and Vocational courses which are designed to fit the needs of a wide range of learners.
Students will develop skills, knowledge and understanding across the specialist areas and draw on cross-curricular links with other subjects such as mathematics, science, ICT and art to further enhance their studies. Through the evaluation of products, their own work and the work of prominent practitioners within the chosen specialism they will develop a critical understanding of the impact of Design and Technology on society and the wider world.
Hospitality/Catering is a vocational option which focusses on work in this sector and will be assessed through practical outcomes and coursework assignments rather than traditional academic examinations.
Impact:
In Design and Technology our aim is for all students to embrace and enjoy the subject matter across all disciplines in KS3 as they develop skills, knowledge and understanding which encourages them to opt for the subject and go on achieve outstanding results in their chosen specialism at KS4 and KS5.
As they move on from Rainford, students who have studied a Design and Technology specialism will be armed with a wide range of skills including practical and creative problem solving, communication, presentation and technical know-how to put them in a strong position to apply for a related higher level course or apprenticeship, or move confidently into the employment market.
Possible careers and opportunities
Study in this area can lead to a wide range of future opportunities in several sectors including:
Product Design: Joiner, Engineer, CNC operator, Machinist, Construction worker.
Hospitality & Catering: Chef, Dietician, Home Economist, Nutritionist, Catering Manager, Journalist, Restaurant Manager, Hotelier, Hospitality, Leisure/Tourism Worker.
Graphics: Graphic Designer, Illustrator, Games Designer, DTP, Creative Art worker.
Textiles: Fashion Designer, Textiles Designer, Milliner, Stylist, Pattern Designer, Interior Designer.
Facilities
The department consists of 7 teaching rooms with 2 dedicated to each subject specialism.
S101/102 Graphics: Full suite of PCs, in-class printing facilities, range of graphics tools and equipment.
S103 Textiles: Full range of sewing machines, heat press, range of textiles tools and equipment.
S105/106 Product Design: Fully equipped modern workshops, freestanding machines, traditional work benches, range of specialist tools and equipment, suite of sewing machines.
S110/111 Food: Full range of cooking facilities, food preparation area, specialist tools and equipment, study area, refrigeration facilities, dishwasher and laundry facilities, class set of laptops.
The department also has a further suite of computers in the open area, a high spec laser cutter, a large format vinyl cutting machine, digital printing/scanning facilities and a materials preparation/storage room.
Support
The Design and Technology Department is very well equipped to offer additional support to students with a range of learning needs through varied teaching approaches and with differentiated resources. Staff are available at lunch times and after-school to offer further support in the completion/improvement of student work.
Extra-Curricular
The Design and Technology Department offers lunch-time clubs for students at certain times of the year and these will be advertised in class and on the display monitors around school. KS4 and 6th form students also have the opportunity to get involved in events and workshops across the ADT faculty and can also participate in educational trips.
To download subject overviews please follow the link/s below:
### English -
Curriculum
Intent:
Our intent is to share our wealth of knowledge and experience, to imbue our students with a genuine passion for the study of language and literature and to teach them to explore how the subject reflects and captures the world around us. In doing so, students will develop their skills in reading, writing and oracy and be able to communicate effectively for different purposes and audiences and in different contexts.
Our students will develop into critical and evaluative readers who are able to explore texts in detail and justify their ideas with accuracy and coherence. They will mature into confident writers who are able to write with fluency, flair and sophistication. They will also be able to use standard English to express complex ideas and engage in detailed discussions ranging from debates to presentations.
We will also provide students with a strong foundation of literacy skills which will enable them to access the wider curriculum across our school. These skills will enable them to access the wide range of academic and vocational pathways leading to their future careers. Additionally, we aim to allow all students to develop essential life skills and career aspirations that will allow for outstanding personal development and ensure they make a significant contribution to whole-school improvement and British/global society.
Implementation:
Our KS3 offer is fully compliant with the National Curriculum. We are continually developing and refining a challenging and ambitious curriculum that enables students to acquire a broad range of skills, concepts and knowledge from the study of language and literature. In doing so, we ensure that students have access to topics of contemporary relevance as well as traditional classical stimulus.
In delivering the curriculum, the English team will use a wide range of innovative and imaginative teaching and learning strategies to stimulate curiosity, discussion and reflection within our students. The department also uses knowledge organisers, reading homework and promotes independent study to encourage our students to develop their knowledge and understanding of the wider curriculum beyond the classroom.
We use a wide range of interesting classical and contemporary literature texts to foster passion and enthusiasm in our students for the subject. This enables them to understand and appreciate the profound impact of English Literature on the world around us. We also use a diverse range of fiction and non-fiction language texts which enable students to make links with other curriculum areas and help them to understand the relevance of English and literacy in the local and wider communities.
The English curriculum is a challenging seven-year pathway that prepares and develops knowledge and skills requisite for success in GCSE and A-Level examinations. It includes enrichment activities that allow all students a clear progression pathway between KS3 to KS5 and prepare them effectively for Post-18 career choices – in line with whole school CEIAG strategy. In support of this, we implement regular formative and summative assessment tasks to ensure that students understand their learning and we intervene to ensure that no child is left behind. Assessments at all key stages reflect the content delivered in schemes of learning and ensure that progress is measured, continual and scaffolded effectively.
Impact:
We strive to deliver a curriculum that allows our students to make outstanding progress relative to their starting points on entry to Rainford. We believe that the English curriculum will enhance our students’ knowledge and understanding of the subject, thereby enabling them to achieve high standards of progress and attainment in their GCSE and A-Level examinations.
Students will leave the English department with strong literacy skills in reading, writing and oracy that will equip them for further education and employment. They will successfully use their knowledge and experience of the curriculum to develop social skills in empathy and compassion and mature into responsible young adults that make effective and worthwhile contributions to the local and wider communities. All students will progress to the next stage of their education with the personal development, life-skills and careers guidance that make them employable within a global economy and will allow them to make a significant contribution to British and Global society; this is in line with whole school Personal Development and CEIAG strategies and the whole-school ethos. Indeed, once our Alumni students have embarked on university or apprenticeship courses, we want them to realise that they have gained a ‘head start’ in comparison to their peers and look back with great pride on their experiences within English at Rainford High.
Facilities:
The English Department is located in the East Block of the school and boasts nine generously sized classrooms. Each classroom contains an interactive whiteboard and a visualiser to enhance the learning experience for our students. There is a range of fiction and non-fiction texts in each classroom and literacy resources are always available to assist students in completing and developing the quality of their work.
Support:
Intervention sessions are available for selected students from every year group. We also offer lunch time and after-school revision sessions for our GCSE and A-Level students throughout the school year.
Extra-Curricular:
We offer a range of extra-curricular activities including poet and author visits to celebrate National Poetry Day and World Book Day. We also invite theatre groups into school to perform the set texts studied at all key stages such as Blood Brothers, A Christmas Carol, An Inspector Calls and Romeo and Juliet. We have also established links with The University of Liverpool and we are delighted that esteemed academics from the institution have delivered GCSE workshops to our Year 10 and 11 students. At KS5, we have strong links with Edge Hill University and there are opportunities to visit the institution for English Language and English Literature seminars and workshops.
To download subject overviews please follow the link/s below:
### Geography -
Curriculum
Intent:
Geography at Rainford will teach young people about the world and the impact that they have on the environment. Students will develop an understanding of the interactions between people and their varied environments, understanding how physical and human geography are interconnected.
As a keystone of the curriculum, we will develop critical and discerning students who appreciate their role as global citizens, making positive contributions and a difference in the world, underpinned by the key principles of sustainability and social and economic equality both locally and internationally.
We also aim to develop transferable, geographical skills that can be used across the curriculum in support of its facilitating and enabling profile for academic study, as well as developing critical and resilient learners with greater interdependence and self-motivation.
Implementation:
Development of an engaging and contemporary curriculum will enable students to develop a broad geographical knowledge on a range of key principles in geography as well as the challenges posed by key global issues for the 21st century. This will also include opportunities to cover content that is reactive to current affairs and geographical events that occur that are relevant to the curriculum.
In addition to developing an engaging curriculum, the Geography team will use a range of innovative and imaginative teaching and learning strategies to stimulate students and foster enthusiasm and passion for the subject. The department will use knowledge organisers, regular reading homeworks and extension tasks and activities to engage students and develop knowledge and understanding.
Through access to practical opportunities to learning, we will enable students to develop original lines of enquiry and provide opportunities for all students to experience an enriched and immersive curriculum through project work and fieldwork opportunities.
A 7-year assessment journey will enable students to develop the knowledge and skills required for success in terminal examinations at GCSE and A-Level. In addition to formal examinations, we will use a range of day-to-day and periodic assessments to embed understanding and develop the application of subject specific skills. Transitional assessments from each year group will reflect content delivered and co-ordinated with clear progression and continuity throughout the Key Stages.
Impact:
We want to ensure that students make outstanding progress relative to their starting points and are able to attain strongly in their KS4 and KS5 examinations. Moreover, students work will be high quality reflecting their application of skills and knowledge.
Students should leave the Geography department at Rainford with an understanding of their roles and responsibilities as global citizens and a willingness to contribute to the wider community. In addition, students should be equipped with a range of transferable skills for academic study but also provides them with a competitive edge in the employment market and future careers.
Possible careers and opportunities
‘Geography is the subject that holds the key for our future’. This quote encapsulates the importance of Geography in the 21st century. Students will gain a detailed understanding of the interactions between people and the environment and the impact on the planet. More importantly, students will gain an understanding of sustainable development for an equitable future for the planet. As a facilitating subject, Geography provides students with a range of skills for both academic study and employment. These include literacy, numeracy, problem solving, decision-making, presentation and analytical skills. All skills that are well suited for a host of careers including international development, environmental management, urban planning, hazard management, sustainable development, journalism, finance and accountancy and police and civil service.
Facilities
4 dedicated Geography rooms in the new block between East Block and the Sixth Form College.
Support
As a department we offer various levels of support to pupils including 1-to-1 intervention, after-school revision classes and holiday sessions to prepare pupils for their GCSE and A Level examinations. In addition, all key information resources and Knowledge Organisers are available via Google Classroom to support your child’s learning.
Extra-Curricular
Various opportunities are available for students to pursue their interests within Geography. These include fieldwork opportunities both within the school grounds and visits to Ainsdale Sand Dunes, Morecambe Bay and Liverpool ONE for examination classes. We will also establishing an Eco-schools group with an aim to empower the student body to create a more sustainable school and college.
To download subject overviews please follow the link/s below:
### Maths -
Curriculum
Intent:
At Rainford High School the intent of the Maths curriculum is to ensure that all students receive a high-quality mathematical education which develops their interest in and understanding of the importance, worth and beauty of Mathematics. The curriculum will develop students’ fluency in choosing and applying appropriate mathematical processes and knowledge through varied and frequent practice with increasingly complex problems over time. Our curriculum enables students to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations and developing an argument, justification or proof using mathematical language. The curriculum will allow students to solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. We aim to allow all students to develop essential life skills and career aspirations that will allow for outstanding Personal Development and ensure they make a significant contribution to whole-school improvement and British / Global society.
Implementation:
We implement our curriculum through a five year programme of study with the possibility of a further two years study in Rainford College. At KS3 our students follow a curriculum based on the White Rose Maths curriculum which follows the principles of Mastery. Through intelligent practice, encouraging mathematical debate and open-ended activities which focus on methods, this curriculum aims to develop a deep understanding of the concepts taught. They start the GCSE course in Year 10. Maths and Further Maths are popular choices at A Level where students continue to be supported to achieve the best possible outcomes. Throughout the curriculum a thorough and detailed Scheme of Learning with recommended resources supports teachers to deliver lessons with rich and varied activities. Students are given the opportunity to develop fluency in performing key mathematical skills so they become second nature. Students are given opportunities to think logically and flexibly to develop sound mathematical arguments. Students’ ability to solve problems is nurtured during lessons through exposure to a variety of strategies and modelling of good practice. Assessment is used as a vehicle for students to reflect on their progress and identify areas that require further development. Students are set by ability so that every student can be challenged appropriately according to their starting points. Aspects of the curriculum delivery are non-negotiable and consistent so that all students at Rainford have a common experience in Maths and everyone is challenged to succeed. We offer a challenging curriculum and enrichment activities that allow all students a clear progression pathway between KS3-5 and prepare them effectively for Post-18 career choices – in line with whole school CEIAG strategy.
Impact:
We want to ensure that all students make outstanding progress relative to their starting points and that this progress is reflected in their KS4 and KS5 outcomes. The skills and knowledge they develop in Maths will support their studies in other curriculum areas to help them succeed. All students progress to the next stage of their education with the Personal Development, Life-Skills and Careers Guidance that make them employable within a global economy and will allow them to make a significant contribution to British and Global society; in line with whole school Personal Development & CEIAG strategies and whole-school ethos. Once our Alumni students have embarked on University or Apprenticeship courses we want them to realise that they have gained a ‘head start’ in comparison to their peers and look back with great pride on their experiences within Maths at Rainford High.
Possible careers and opportunities
The skills developed in Maths support other subjects across the curriculum and can be applied to a wide range of careers. You will develop numeracy skills, reasoning, problem solving, logical thinking, analytical skills and the ability to perform complex tasks with a high level of accuracy. Studying Maths can lead to careers in Engineering, Medicine, Science, Technology, Business, Computing and Teaching amongst others.
Facilities
The Maths Department is located in the West Block of the school and has nine classrooms. Each classroom contains an interactive whiteboard and a visualiser to enhance the learning experience for our students. There is a range textbooks available and online learning platforms are also available to assist students in completing and developing the quality of their work.
Support
We subscribe to the online learning platform drfrostmaths.com which every student is able to access to support their learning. Intervention sessions are also arranged for selected students throughout the year.
Extra-Curricular
Selected students can compete in the UK Junior, Intermediate and Senior Maths Challenges, national competitions to recognise achievement in Maths.
To download subject overviews please follow the link/s below:
### MFL -
Curriculum
Intent:
Our vision in the Modern Foreign Languages department is that all language learners develop the skills and confidence to consider themselves as ‘World Citizens’ who belong in a multicultural, mutually respectful world.
We aim to support students to understand other countries and cultures so that they can be more open and adaptable to new experiences; ensuring that each topic contains an element of cultural reference to not only the target language country, but also the wider Hispanic or Francophone spheres.
The department is committed to developing strong, lifelong linguistic skills and to encouraging students to become curious and interested in the world. Ultimately, we want our students to have a love of languages, and aim to achieve this by nurturing a linguistic curiosity and an intrinsic motivation to explore and respect other cultures and people.
Pupils will be able to express their ideas and thoughts in another language and understand and respond to its speakers, both in speech and writing. Pupils communicate with increasing confidence, fluency and spontaneity, using a variety of grammatical structures that they have learned.
We endeavour to inspire all MFL practitioners/peers through collaboration, support and modelling exceptional practice, no matter what stage practitioners are in their career journey.
Implementation:
The MFL Department is a dynamic, passionate, and enthusiastic department with a collaborative and creative approach to teaching and learning which is consistently embedded in all lessons. The department endeavours to make learning languages fun and meaningful, providing students with many opportunities for both collaboration and independent work in each lesson.
Detailed curriculum plans are designed to ensure that all four skills (Reading, Writing, Speaking and Listening) are covered in every unit and that opportunities to revisit key skills, in different ways, are built in. Retrieval activities are used every week across all key stages to ensure that our students are fully prepared for the rigours of the linear exams at the end of KS4 & KS5.
Grammar is the foundation for building language skills. Learning grammar enables students to speak and write more accurately, confidently and fluently. Consequently, grammar skills are taught explicitly through every unit of work, and are regularly revisited; emphasis is on equipping students with the linguistic skills to unpick and decode unfamiliar language.
Lessons are engaging and seen as bricks in the ever-growing bridge of language learning. We strongly feel that students need to be involved in tasks they find interesting in an environment where active and successful learning is encouraged. The MFL department has high expectations for all students and the climate for learning encompasses the contributions of all abilities.
Learning in the classroom is enhanced through self-study. All of our students are provided with knowledge organisers which contain all of the key vocabulary and grammatical structures required. Our KS4 knowledge organisers contain full GCSE mark schemes to ensure they take responsibility for their progression and exam requirements are made explicit at all times. Knowledge organiser tests are set every week, and consist of learning key vocabulary and grammar.
We explicitly teach revision skills to each year group to enable them get to grips with independent language learning. In Yr7 and Yr11, we invite parents in to school to teach key phonics and MFL specific revision strategies to further support independent study.
KS5 lessons are complemented with FLA sessions where students have the opportunity to practice their speaking skills with native speakers.
Students need to be resilient language learners. Within the MFL classroom, we consistently emphasise that it is ok to make mistakes. We believe where students learn is in deciding how they move on from these errors. This open environment allows students to grow in confidence and not feel intimidated in speaking out in front of the class. Opportunities for reflection are built in at regular intervals, and the curriculum is designed to build students’ independence.
To further enrich the MFL curriculum and to help develop a love and enthusiasm for languages and enhance the cultural capital of students, the MFL team provide a wide range of extra-curricular opportunities. From Foreign Language Film club in year 7, our Gifted and Talented program in year 8, to Speaking clinics in KS4, university workshop visits in KS5 and the annual Barcelona and Picardy trip, students are exposed to a culture where languages are alive and easily accessible for all.
The MFL team actively seek to hold whole school activities to raise the MFL profile - highlighting the importance of language learning in our diverse world that we live in today; celebrating the European Day of Languages, Spanish and French Spelling Bee, El día de los muertos, El cinco de mayo and Navidad.
Impact:
We have designed our curriculum to ensure that every student has the opportunity to make outstanding progress in languages at Rainford High. We consistently deliver excellent results at both KS4 and KS5. We intend for every student that has studied a language to leave Rainford equipped with a wide range of skills including problem solving, communication, resilience and an improved knowledge of their own language. They will be equipped with the skills necessary to become global citizens, enabling them to study and work in other countries in the future.
Possible careers and opportunities
There are all kinds of beneficial reasons to learn a foreign language, including:
Language graduates find it easier to get jobs
Language graduates have lower rates of unemployment than graduates in the great majority of other subjects - only 2.6% of German graduates were still unemployed at the time of last year's survey, as opposed to 5.9% of those with degrees in Business Studies, and 8% of those who did Computing.
There is a wider choice of jobs for graduates with languages
By choosing languages, you're not limiting your career options. Language graduates have a whole range of career opportunities open to them. A recent survey shows that about 29% go into business services, and around 10% go into each of the following: manufacturing, sales, banking/finance, community/social services, transport/communications.
Languages teach you adaptability and communications skills
Learning how to interact with speakers of other languages means you are less likely to be stuck in one mode of thinking. It can help you to see things from a range of perspectives - making you more adaptable, creative, and insightful. The ability to operate cross-culturally is becoming just as much valued by employers as straight language skills.
Facilities
Four dedicated classrooms and an ICT suite.
Support
Drop-in support sessions, Revision sessions, 1 to 1 speaking workshops at KS4 and 5.
Extra-Curricular
The MFL department offer a variety of extra-curricular activities which include: film club, progress club and for sixth formers we have the Foreign Language Leader Award. The department is committed to providing extra opportunities for language learning and enhancing the status of languages within the school. There is a wide and developing range of links with outside agencies, activities within school and visits and trips to Europe. These include clubs such as MFL film club, events such as European Day of Languages, Spelling Bee, El día de los muertos, links with local universities and trips to Barcelona and Paris. All members of the department are active in establishing links with other departments and areas in the school to further cross-curricular developments. A focus this year is developing our gifted and talented program in Year 8 which enables students to study French as an additional subject.
To download subject overviews please follow the link/s below:
### Music -
Curriculum
Intent
The Performing Arts department at Rainford High seeks to foster all students’ creativity and cultural awareness and enable them to explore these in a wide variety of practical ways. We aim to enrich students’ learning by facilitating opportunities to express and share creative ideas in alternative media to the written word, resulting in an inclusive curriculum for all. At all key stages we aim to challenge students to look beyond their existing views and experiences and increase their cultural capital by exploring live and recorded performances from artists in all genres, from the past and present and from different cultures. We believe a robust performing arts curriculum is a crucial part of our students’ experience at Rainford as it contributes significantly to preparing them for life as fully rounded members of the wider community.
In Music, we aim for all students to develop their creativity through sound by performing on their own and as part of an ensemble, creating and developing ideas in composition and listening to and analysing a wide variety of music. We believe in a ‘sound before symbol’ approach, enabling students to learn and explore music by engaging in practical activities which can then lead on to the use of a variety of notations.
Implementation
All students are taught Music once a week at Key Stage 3. The curriculum is divided into six units per year and these are designed to develop students’ music skills knowledge and understanding in a cyclical way. Over the key stage, students are introduced to composition, performance, and listening and appraisal skills and, as the curriculum develops, these skills are revisited within increasingly challenging contexts. Students are able to use a broad variety of instruments and music technology and are encouraged to work both on their own and in groups with their peers to share and structure their ideas. Performing and audience skills are a key part of all lessons, resulting in an atmosphere of mutual respect and celebration of work. We encourage resilience and determination whilst creating a safe environment where students can take risks in their learning. All work is recorded allowing students to listen back to, analyse and evaluate their own work and that of others.
Music is taught at Key Stage 4 and 5 where students follow rigorous practical based courses offering clear pathways to higher education opportunities in academic, vocational and performance based music.
Rainford has a full and varied Music extra-curricular offer including concert band, choir, show band for our annual school production and student- led rock and pop bands. The curriculum is further enhanced by a team of instrumental tutors who visit the department weekly and all students in Key Stage 4 and 5 receive instrumental lessons as part of their course. We also work with external arts companies to deliver workshops in diverse styles and genres and arrange visits to professional music performances in the wider community.
Impact
We aim to deliver a wide ranging curriculum which enables all students to thrive, develop in confidence and celebrate their work and that of others. Students should make outstanding progress relative to their starting points when they join Rainford and, as they progress on their Music journey through the school, we aim to foster a lifelong appreciation and love of Music and the arts.
For those students studying at Key Stage 4 and 5, we will equip them with the skills, knowledge and understanding to progress on to higher education courses should they wish, but regardless of future career pathways, Music will develop our students into creative, articulate, thoughtful, empathetic, resourceful, resilient and confident members of society.
Possible careers and opportunities
Music necessitates a wide variety of transferable and desirable skills needed in many career paths as it develops imagination and creativity, self-expression and resilience, listening and analytical skills, diverse cultural and historical awareness and the ability to work with and direct others. It can also lead directly to a future in performing, teaching, composing in a variety of genres (film, gaming etc.), recording and producing, sound engineering and media.
Facilities
The department has three fully equipped classrooms, three practice rooms and a recording studio. We have a large selection of instruments including keyboards, drum kits, guitars (electric and acoustic) and brass, string and woodwind instruments. We also have a suite of Apple Mac computers for developing music technology.
Support
The department runs a full programme of additional instrumental lessons on piano, guitar, drum kit, voice, woodwind, brass and strings. These are offered to all years and students studying Music at KS4 and 5 are given instrumental lessons as part of their examination courses. As a department we offer various levels of support to pupils including 1-to-1 intervention, after-school revision classes and holiday sessions to prepare pupils for their GCSE and A Level examinations. In addition, all key information resources and Knowledge Organisers are available via Rainford Connect to support your child’s learning.
Extra-Curricular
The department runs extra-curricular clubs every lunchtime including choir, concert band and rock bands. We celebrate students’ work in our annual Summer Concert and our more experienced students form the show band for our annual school Production. The department organises concert trips to local venues including the Bridgewater Hall and the Liverpool Philharmonic and students are involved in our local Music Hub ensembles.
To download subject overviews please follow the link/s below:
### PE -
Curriculum
Intent:
Physical Education at Rainford High aims to make PE ‘Powerful Education’ by holistically developing ‘the whole-child’; educating students physically, morally, socially, culturally and cognitively.
Providing leading - edge learning experiences within the field of Physical Education.
Improving levels of physical literacy, fitness, health, mental and personal well-being of all students.
Developing tomorrow’s ‘Future Leaders’ - allowing all students to develop essential life skills that will allow them to make a significant contribution to whole-school improvement and British / Global society.
Developing a life-long love of Sport and Physical Activity for students of all abilities.
Implementation:
The 7-year Physical Education journey at Rainford High begins with a broad, balanced, challenging, inclusive and ‘student-centric’ KS3 Curriculum which allows maximum opportunity for all students to develop a wide range of physical, social, mental and leadership skills, and to apply them with positive effect in competitive situations, enjoy participating in physical activity and experience a sense of enjoyment and success.
The implementation of an innovative KS4 Core ‘activity option choice’ - combined with the provision of a broad range of academic and vocational PE / Sport examination courses within KS4/5 - will allow all students a clear progression pathway between KS3-5 and prepare them effectively for Post-18 choices.
An extensive and award winning Extra-Curricular Sports Programme allows students of all abilities to extend their skills, improve levels of Health & Fitness and experience personal and team success - at local, regional and national levels - within a broad range of recreational and competitive activities.
The Department has a clear ethos of ‘Working Together For Excellence’ which emphasises the shared values of hard-work and collaboration as the key to achieving educational excellence within Physical Education, School Sport and Physical Activity.
Impact:
We want to ensure that students of all abilities make outstanding progress relative to their starting points and attain their ‘personal excellence’ within external KS4/5 examination courses, the KS3/4 Core Curriculum and within extensive intra and inter-school sporting events.
However, whilst academic qualifications, healthy lifestyles and sporting participation/performance are of course extremely important, the true impact of High Quality Physical Education and School Sport at Rainford High should be seen in how we have utilised the power of PE & Sport to equip all students with the essential life skills that make them employable within a global economy and will allow them to make a significant contribution to British and Global society; leadership skills, teamwork, developing positive relationships, adaptability, resilience, initiative, self-confidence, self-belief, organisation, effective communication skills and a determination to succeed - the list is endless!
Once our Alumni students have embarked on University or Apprenticeship courses we want them to realise that they have gained a ‘head start’ in comparison to their peers and look back with great pride on their PE & Sporting experiences at Rainford High.
The PE department has recently been awarded the Association for Physical Education’s ‘Quality Mark – with Distinction, in recognition of Outstanding provision for PE, Sport and Physical Activity as well as being four times Winners of Educate’s ‘Outstanding Commitment to Sport in a Secondary School Award’ (2018, 2017, 2014, 2013).
Possible careers and opportunities – Physical Education lends itself to a range of careers in sports and fitness as well as other industries. Possible careers include: Sports science, PE teacher, Physiotherapist, Professional sportsperson, Sports coach/consultant, Sports policy at local and national level, Diet and fitness instructor, Personal trainer, Nutritionist, Media – sports journalist, Fashion Design – sports clothing, Police and the Forces, Psychologist.
Facilities – The PE department’s facilities consist of a Sports Hall, Studio, Astro Pitch, Netball/Tennis courts and a number of grass football and rugby pitches.
Support - The PE Department is able to offer additional support to students with a range of learning needs through varied teaching approaches and with differentiated resources/equipment. We also have strong links with the Learning Support Department (LSD) and work alongside a specialist PE teacher in the role of specialist Learning Support / PE Department link. The Learning Support link means the majority of KS3 SEND students have regular access to 1 to 1 Teaching Assistants (TA) within their PE lessons.
Extra-Curricular –We operate a wide-ranging extra-curricular programme that caters for those students wishing to join school teams and compete in inter-school competitions, as well as those who seek more recreational aspects of PE and sport. We have very successful school teams in Rugby, Netball, Football, Basketball, Rounders, Cricket and Athletics and many students gain county, regional and national recognition. We also provide recreational badminton, fitness and dance clubs. All students are encouraged to participate in aspects of out of hours sporting activity. Please see the PE extra-curricular programme - https://rainford.org.uk/sports/extra-curricular-programme.
To download subject overviews please follow the link/s below:
### Religious Studies
Curriculum
Intent
Within Religious Studies, we believe that every child has the capacity to learn, engage, reflect and experience quality Religious Education. This is within a creative, thought- provoking and understanding environment. We discuss the different cultures, religions and traditions within our diverse communities that are local, national and worldwide.
We provide and develop the skills of our young people to be respectful, reflective, intuitive and open-minded. This is with the vision of making their futures and their world a secure, accepting and diverse place to live.
Implementation:
Within Religious Studies we have created a curriculum with stimulating and thought provoking aspects which enables students to engage and consider some of the most diverse and challenging religious, philosophical and ethical issues in our world currently.
Our curriculum will enable students to develop their thinking skills, knowledge of key religious, philosophical and ethical issues and to construct justified opinions whilst applying religious beliefs. Students will also have experiences in exploring philosophical and ethical content that is current and religious experiences that occur that are relevant to the curriculum.
Within the Religious Studies department the specialist team use a variety of techniques within lessons to engage students to a high standard in order for them to make excellent progress. Staff use stimulating and thought provoking video, discussion tasks, group tasks and extended writing tasks which foster an enthusiasm for the subject while preparing them for the demands of GCSE and A-level study. The department will use knowledge organisers, regular reading homeworks and extension tasks and activities to engage students and develop knowledge and understanding.
Through access to a number of learning opportunities including outside speakers, meditation and external visits, we will enable students to develop their learning through memorable and thought provoking experiences.
Impact
We wish that every child makes outstanding academic progress from their KS2 starting points which prepares them for their future learning at GCSE and A-level study. This requires high levels of knowledge and understanding of key religious, philosophical and ethical issues, skills in justifying their beliefs and opinions and also evaluating key curriculum content. We wish to develop the skills of our young people in many areas but in particular to leave Rainford High being respectful, reflective, intuitive and open-minded citizens. We wish for students to have developed many skills which will prepare them for the world of Further Education or for the demands of modern employment.
Possible careers and opportunities
A qualification in Religious Studies is useful in the following professions: Media, Law, Politics, Medicine the Army, Social care, the Police, and of course, Education.
Facilities
We have two dedicated classrooms in the East Block, E102 and E104.
Support
We offer numerous group and 1-2-1 revision sessions for students to prepare them for their GCSE examinations. Furthermore, all key information resources, Knowledge Organiser have all been placed on Rainford Connect to support your child’s learning.
Extra-Curricular
The enrichment opportunities in Religious Studies are wide and varied. Here are just a few of the opportunities students at Rainford have experienced recently:
For GCSE and A Level students a day trip to the Liverpool Anglican Cathedral and the Liverpool Synagogue including a workshop exploring the topic of ‘Beliefs of Christians and The Jewish Community’.
A guest speaker from the charitable organization ‘Life’ visited school to discuss the topic of Abortion with all RS pupils.
A day visit to Cadburys world for Year 9 students focused on Business Ethics.
In the past 2 years, all GCSE and A-Level students have had the opportunity to meet a Holocaust Survivor.
To download subject overviews please follow the link/s below:
### History -
Curriculum
Intent
History at Rainford seeks to explore the concepts of identity, significance, change and continuity, whilst allowing the students to understand their place in the modern world. Students will develop an understanding of the changing nature of power; of the growing rights of the people and the creation of a multicultural diverse society in Britain and the wider world. In tandem pupils will explore examples of the capacity for human destruction and creation both locally, nationally and internationally. We also aim to develop transferable skills that can be used across the curriculum including critical thinking, analytical skills regarding textual and visual sources and extended writing skills. We seek at every opportunity to develop literacy across the curriculum, providing learners with opportunities to engage in historical reading, extended writing and debate.
Implementation
Within History we have created a curriculum with a myriad of aspects which enable pupils to engage with, and consider, diverse and challenging topics throughout history, allowing students to enhance their understanding of the modern world. In addition to the creation of an engaging curriculum the History team use a range of innovative and imaginative teaching and learning strategies to stimulate students and foster enthusiasm and passion for the subject. New schemes of learning cover local, national and international history from c. 1000 to the present day – allowing an understanding of students’ place in the world and the journey to where we are now.
The specialist team within the department will use knowledge organisers, regular reading homework, technology and enrichment opportunities to engage students and to develop their knowledge and understanding. Staff use stimulating and thought-provoking video, discussion tasks and extended writing tasks which foster enthusiasm for the subject, by promoting the consideration of contrasting interpretations of the past; whilst also preparing students for the demands of GCSE and A-Level.
At KS3 the chronological journey allows all students to build up their understanding of the development of Britain and its place in the modern world. Each lesson embeds the terminology and skills required for success in terminal examinations at GCSE and A-Level. In addition to formal examinations we will use a range of low-stakes and periodic assessment to embed understanding and develop the application of subject specific skills. Assessments are coordinated across the department with clear progression and continuity throughout the key stages.
Impact
We want to ensure that students make outstanding progress relative to their starting points and are able to achieve highly in the KS4 and KS5 examinations. We want not just academic success but students to have an appreciation and understanding of modern society in Britain and the wider world; to question established thinking and consider others’ opinions.
Students should leave the History department at Rainford with an understanding of the changes and continuity in modern Britain and the wider world, alongside a sense of empathy and understanding of different cultures. We want students to gain confidence in literacy and expressing their opinions gaining these transferable skills for academic study but also for higher education and the demands of modern employment.
Possible careers and opportunities
Studying History provides pupils with a breadth of transferrable skills that will equip them for a variety of careers in an increasingly competitive jobs market. These skills would be ideal for pupils who are considering careers in the following sectors: archaeology, journalism, education, law enforcement, the military and government.
Facilities
We have four modern and well equipped classrooms dedicated to History in East Block, E106, E107, E109 and E110.
Support
As a department we offer various levels of support to pupils including 1-to-1 intervention, after school revision classes and holiday sessions to prepare pupils for their GCSE examinations. Moreover, all key information resources, knowledge organiser have all been placed on Rainford Connect to support your child’s learning.
Extra-Curricular
The History Department offer various opportunities for pupils to pursue their passion for their subject outside of lessons. In the past academic year, pupils have had the opportunity to attend lunchtime ‘Horrible Histories’ club, view and take part in an exhibition in collaboration with the Anne Frank Trust UK and a school trip to the Imperial War Museum North in Salford.
To download subject overviews please follow the link/s below:
### Science -
Curriculum
Intent:
Science at Rainford will provide pupils with the knowledge and skills to become confident citizens in a technological world so that they may develop an interest in matters of scientific importance and be suitably prepared for Higher Education courses in Science or Science-based vocational studies later in life.
Students will not only develop abilities and skills that are relevant to the study of Science, but also transferable to everyday life, encouraging safe practice, scientific thinking and reasoning. Science lessons will stimulate curiosity, interest and enjoyment and will promote an awareness that the study and practice of Science is co-operative and cumulative. Students will understand the contribution that Science makes to society, enabling them to consider moral and ethical issues and that the application of Science may be both beneficial and detrimental to the individual, community and the environment.
Implementation
The Science department are continually developing and refining a challenging and ambitious curriculum that enables students to develop a sound knowledge and understanding of the key fundamental ideas upon which Science is based. We aim to provide students with an enjoyable learning experience, one which inspires and promotes an interest/desire to develop their understanding of Science further. Students are made aware of the interdependence of the individual sciences through the delivery of a coherently sequenced and cumulatively sufficient curriculum, drawing on information from each discipline.
A variety of teaching methods and experiences are used to explore the world of Science. Courses aim to show progression and each student is encouraged to work at his or her appropriate level. Moving forward we are working hard to try and ensure that lessons provide challenge and greater opportunity for students to learn through discovery.
The department will use retrieval and application practice consistently, enabling pupils to know more and remember more over time. Knowledge organisers, regular reading homework and keyword starter activities at KS3 aim to broaden pupil’s vocabulary and ensure progression in writing, with a particular focus upon improving extended responses.
Through regular access to practical opportunities, we will enable students to develop the skills required to interpret and analyse experimental data with confidence and precision. Required Practical content will be introduced at KS3 with the completion of Apparatus and Technique practical assessments and then embedded at KS4 through the completion of the Required Practicals.
Impact
We strive to deliver a curriculum that allows our students to make outstanding progress relative to their starting points on entry to Rainford. We believe that the Science curriculum will enhance our students’ knowledge and understanding of the subject, thereby enabling them to achieve high standards of progress and attainment in their GCSE and A-Level examinations.
Students will leave the Science department with a Science education that not only equips them with all of the necessary skills to apply their own learning outside of a school laboratory but also inspires them to develop an interest regarding scientific issues in their everyday lives.
Possible careers and opportunities
By studying science a wide range of careers will be available to you such as medicine, dentistry, veterinary science, nursing, pharmacy and research. By studying science you will also develop problem solving skills, understanding the world around you and appreciate how science can shape the development of technology.
Facilities
Science (S block) 5 classrooms, 5 fully equipped laboratories.
Support
Revision sessions are available for Year 11 and sixth form classes throughout the year.
Extra-Curricular
Year 8 trip to Eden Project, Sixth Form trips to Bodies exhibit, CERN, Science Live, GCSE trip to Science Live.
To download subject overviews please follow the link/s below:
### Drama
Curriculum
Intent
The Performing Arts department at Rainford High seeks to foster all students’ creativity and cultural awareness and enable them to explore these in a wide variety of practical ways. We aim to enrich students’ learning by facilitating opportunities to express and share creative ideas in alternative media to the written word, resulting in an inclusive curriculum for all. At all key stages we aim to challenge students to look beyond their existing views and experiences and increase their cultural capital by exploring live and recorded performances from artists in all genres from the past and present and from different cultures. We believe a robust Performing Arts curriculum is a crucial part of our students’ experience at Rainford as it contributes significantly to preparing them for life as fully rounded members of the wider community.
In Drama, we aim for all students to explore their creativity through movement and speech. Students are able to delve deeper into social issues and diversity through role-play and so develop an understanding of the world around them.
Implementation
Performing Arts students at Key stage 4 have 3 hours of lessons a week. The Drama GCSE AQA specification is divided into 3 components which are completed during the two years and these are designed to develop students’ drama skills, knowledge and understanding of the Performing Arts.
Component 1: Understanding Drama
What's assessed:
Knowledge and understanding of drama and theatre
Study of one set play from a choice of nine
Analysis and evaluation of the work of live theatre makers
How it's assessed:
Written exam: 1 hour and 45 minutes
Open book- Set play studied for exam allowed in exam
Component 2: Devising Drama (Practical and written)
What's assessed:
Process of creating devised drama
Performance of devised drama (students may contribute as performer or designer)
Analysis and evaluation of own work
How it's assessed:
Devising log (Written)
Devised performance (Practical)
This component is marked by teachers and moderated by AQA.
Component 3: Texts in Practice (Practical)
What's assessed
Performance of two extracts from one play (students may contribute as performer or designer)
Free choice of play but it must contrast with the set play chosen for Component 1
How it's assessed:
Performance of Extract 1 and Extract 2
This component is marked by AQA.
During the qualification students are introduced to various texts and performance styles which they explore through both practical and written tasks. As the curriculum develops, performance skills and techniques are revisited within increasingly challenging contexts addressing both social and moral issues and themes through devised and scripted work. Students are encouraged to work in groups with their peers to share and structure their ideas. Performing and audience skills are a key part of all lessons, resulting in an atmosphere of mutual respect and celebration of work. We encourage resilience and determination whilst creating a safe environment where students can take risks in their learning. All work is recorded allowing students to watch back, analyse and evaluate their own work and that of others.
Drama and Performing Arts is taught at Key Stage 4 and 5 where students follow rigorous practical courses offering clear pathways to higher education opportunities in academic, vocational and performance based courses.
Rainford has a full and varied Drama and Performing Arts extra-curricular offer including our annual school production and Drama clubs. The curriculum is further enhanced by regular trips to the theatre at Key Stages 4 and 5 and work with visiting drama and performing arts professionals.
Impact
We aim to deliver a wide ranging curriculum which enables all students to thrive, develop in confidence and celebrate their work and that of others. Students should make outstanding progress relative to their starting points when they join Rainford and, as they progress on their Drama and Performing Arts journey through the school, we aim to foster a lifelong appreciation and love of Drama and the arts.
For those students studying at Key Stage 4 and 5, we will equip them with the skills, knowledge and understanding to progress to higher education performance courses should they wish, but regardless of future career pathways, Drama and Performing Arts will develop our students into creative, articulate, thoughtful, empathetic, resourceful, resilient and confident members of society.
Possible careers and opportunities
Studying Drama provides pupils with a breadth of transferrable skills that will equip them for a variety of careers in an increasingly competitive jobs market. These skills would be ideal for pupils who are considering careers in the following sectors: Performing Arts, journalism, education, Public Relations, Health Service in particular Drama-therapy.
Facilities
We have three modern and well equipped Drama studios dedicated to Drama Two in the North Block, both having lighting and sound boards and one in the College.
Support
As a department we offer various levels of support to pupils including 1-to-1 intervention, after school revision classes and holiday sessions to prepare pupils for their Drama GCSE practical and written examinations and coursework deadlines. Moreover, all key information resources, Knowledge Organiser have all been placed on Google classroom to support your child’s learning.
Extra-Curricular
The Performing Arts Department offer various opportunities for pupils to pursue their passion for their subject outside of lessons. In the past academic year, pupils have had the opportunity to attend the Shakespeare festival club, which takes place after school. This is where the group have learnt and rehearsed a Shakespeare text for the Shakespeare festival and then performed it at a professional theatre. They also perform this throughout the year for various other audiences including for the students on Transition Day. As well as this, students have the opportunity to be a part of the Drama club and the annual school production where this year we achieved brilliant success with our production of The Wizard of Oz! The Performing Arts Department also facilitate educational trips to the theatre for the GCSE and 6th Form students.
### Art and Design -
Curriculum
Intent
Rainford High School Art and Design Department believes that the Arts play an exciting role in providing a dynamic focus for the educational experience of its young people.
Within the Art and Design Department we encourage pupils to think creatively, in order to develop visual images and form critical judgements. The department aims to focus upon the individual, encouraging each pupil to gain confidence in their abilities and learn that there are many approaches to Art and Design rather than one right way.
The Art and Design Department aims to promote confidence, resilience, independence and success through a diverse range of practical activities where communication, self-reflection and evaluation are critical skills needed.
Implementation
The Arts enrich the quality of our student’s experiences, providing rewarding activities that inspire, inform, stimulate, challenge and entertain. Arts activities help develop the capacity to formulate and communicate ideas and feelings; they enhance perceptual skills through responding, developing and evaluating, and physical skills through control and use of movement.
Involvement in the Arts helps to foster a positive attitude among students by developing a wide range of qualities such as cooperation, enthusiasm, passion, inspiration, resilience and ambition. We also emphasise that this is an inclusive environment, which helps students acquire an important sense of belonging as well as building the self-confidence they need to do well and make their first steps towards higher education and employment.
The Art and Design curriculum at KS3 introduces key formal elements to students through a series of projects. These projects encourage students to work both solely and as part of a group. They are introduced to basic key skills during the formal elements and then these are built on throughout the three year key stage. Each project is designed to enhance and build on initial skills taught going into greater depth whilst encouraging creative thinking, risk-taking and confidence. These skills include drawing, painting, designing, 3D sculpture, digital photography and mixed media.
At KS4, Art and Design students develop their skills and knowledge by undertaking an in depth and varied course in one of our optional GCSE subject disciplines which includes Fine Art, Photography and 3D Studies.
Initially, different aspects of Art and Design are delivered termly and students explore different processes, materials and techniques within their chosen Art and Design discipline. Students then go on to complete a coursework unit by developing a project that explores one aspect of Art and Design in depth.
They complete the course by producing an externally set exam project in which they respond to one of a range of themes, each with written and visual starting points and stimuli. Students will research, plan and develop ideas for their response to the theme they have chosen which will culminate in an exam timed outcome.
Impact
The Art and Design Department want to ensure that the creative arts continue to act as a catalyst for cultural development and are a point at which different cultures meet and recognize one another’s worth and diversity.
We think all students should have the opportunity to develop their particular skills through the curriculum and through the range of experiences and opportunities that the Art and Design Department offers.
We want to create a culture of exploring and learning through the Arts that is accessible to all students and skills that are transferable to the wider community.
Possible careers and opportunities
Whether you love photography, graphic design, painting or any other art-related speciality, career options are limited only by your imagination. Art education propels people towards creative and unexpected destinations – many of which have not even been discovered yet. To explore the exciting career paths that are possible for students of Art, Photography, Sculpture and 3D Design use the link below: www.studentartguide.com/articles/art-careers-list.
Facilities
The department consists of 3 teaching rooms, a photography studio and a gallery space and is well equipped for general art activities as well as containing specialist facilities for Ceramics, Textiles, Photography and Printing. The department also has a suite of computers, a printing press and 2 kilns.
Support
The Art and Design Technology Faculty is well equipped to offer additional support to students with a range of learning needs through varied teaching approaches and with differentiated resources. The Art and Design Technology Faculty encourage students to attend additional GCSE support workshops during lunchtimes and after school, alongside their timetabled lessons.
Extra-Curricular
Extra Curricular: The Art and Design Technology Faculty run clubs including Art and Photography lunchtime clubs. Students also have the opportunity to be involved in events and workshops in collaboration with Heart of Glass, a St Helens, Merseyside-based collaborative and social arts agency. The Art and Design Technology Department also facilitate educational trips for the GCSE and 6th Form students.
To download subject overviews please follow the link/s below:
### KS4 Curriculum
KS4 – Years 10 and 11
Our 2-year KS4 offer enables students to access a broad and balanced suite of qualifications that matches carefully their interests and ambitions. This commitment enables them to develop the knowledge and skills from KS3 to achieve academic success in nationally recognised qualifications and be prepared for their personal journey to access the next stage of their learning in their choice of post-16 pathways.
In addition to the core subjects of English, Maths and Science, students can choose from a wide range of subjects during the KS4 Curriculum process.
In Years 10 and 11, everyone in Pathway A studies English, English Literature, Maths, a Modern Foreign Language, Humanities and Science (through either a combined or ‘separates’ course). In addition, students have 2 choices from a range of vocational, technical and academic subjects.
In Pathways B, C and D everyone studies English, English Literature, Maths and Science (through either a combined or ‘separates’ course). In addition, students have a choice from Triple Science, Computer Science, French, Spanish, History and Geography as well as 3 further choices from a range of vocational, technical and academic subjects in different disciplines
KS4 Assessments
Each department has an appropriate curriculum plan to match the school Assessment. Recording and Reporting calendar, and the dates of mock examinations series are published in advance of the academic year. All subjects assess students to identify and address gaps in students’ learning and to best secure key concepts to ensure progression through the curriculum for all students.
Periodic assessments – typically, mock examinations and formal assessments in KS4 - are usually ‘higher-stakes’ with important implications for teacher feedback and parental reporting. They must reflect:
lesson objectives and learning outcomes from previous teaching;
milestones in the student’s learning route.
Our Assessment Policy states that formative feedback takes place in KS4:
twice a half-term for all subjects.
‘Day to day assessment’ will take place as in KS3.
To reflect our aspirations and ambitions for all students, we set each pupil an Outstanding Progress Target for each subject they study. For information on how these targets are calculated, please click the link below. You will receive information on your child’s OPTs in Year 10.
Information about OPTs.pdf
You will also receive information about your child’s OPTs, together with their current grades in all subjects, in the Progress Reports sent home.
KS4 Homework
In Key Stage 4, subjects will set at least one homework per week per subject. This should, as far as possible, be time and word limited to develop skills and competencies necessary to be successful.
Key Stage 4 homework will be set by the subject teacher and will encourage the on-going building of knowledge and understanding to support students in achieving the best possible outcomes at KS4.
Pupils will be set regular revision homework to consolidate their knowledge and skills. Pupils sit mock examinations in June of Year 10 and January of Year 11. In preparation for these formal assessments, revision homework and other preparation tasks will be set.
If you have any queries about how to log in to Show My Homework, please contact your child’s Learning Leader.
### KS3 Assessments
Each department has an appropriate curriculum plan to match the school Assessment. Recording and Reporting calendar. All subjects assess students to identify and address gaps in students’ learning and to best secure key concepts to ensure progression through the curriculum for all students. Students sit formal assessments in all subjects. These happen twice a year in Year 7 and 8 and three times a year in Year 9. The dates of these Assessment Windows are published at the start of each year, as detailed below. The results of these assessments, together with the teacher assessed grade, and an outline of how each student can improve, will be reported home three times a year.
In our KS3, all subjects have an overlapping pathway approach which challenges all students to achieve their full potential, whatever their prior attainment. Each subject uses a Progress Ladder to support assessment judgements that links into clear assessment criteria. We use the following system to categorise students’ progress and inform classroom-based interventions in the 1st instance.
1 = Exceeding expected progress2 = Making expected progress3 = Below expected progress4 = Cause for concern
Our Assessment Policy states that formative feedback takes place in KS3:
once a half-term for non-core subjects;
twice a half-term for core subjects.
Formative assessments must reflect:
the lesson objectives and learning outcomes from previous teaching;
milestones in the student’s learning route;
the rigour and challenge associated with students making outstanding progress.
In addition to formative assessment, teachers will use ‘day to day assessment’:
This ‘live marking’ or ‘assessment at the point of learning’ feedback can be verbal or written.
It must ensure that students’ work is well-presented, organised, of appropriate detail and quality and commensurate with the student making outstanding progress.
Year 7 Events Calendar:
EventDateWelcome Event12/9/23Assessment Window 15/2/24-8/3/24Assessment Window 217/6/24 – 5/7/24Progress Reports Sent HomeWeeks Commencing:6/11/2311/3/2415/7/24Virtual Parents Evening18/7/24
Who should I contact if I need to discuss my child’s progress?
Mr R Stow- Year 7 Learning Leader
Curriculum Leader
Senior Leadership Team:Mr I Young – PrincipalMr I Murphy – Vice PrincipalELG - Mrs L Cross - Director of Stakeholder Academic Engagement
Year 8 Assessment Calendar:
EventDateAssessment window 113/11/23 – 1/12/23Assessment window 222/4/24 – 10/5/24Progress reports sent homeWeeks Commencing:11/12/2326/2/2420/5/24Virtual Parents' Evening23/5/24
Who should I contact if I need to discuss my child’s progress?
Mr S Harvey – Year 8 Learning Leader
Curriculum Leader
Senior Leadership Team:Mr I Young – PrincipalMr I Murphy – Vice PrincipalELG - Mrs L Cross - Director of Stakeholder Academic Engagement
Year 9 Assessment Calendar
EventDateAssessment Window 12/10/23 – 20/10/23Assessment Window 226/2/24 – 15/3/24Assessment Window 317/6/24 – 5/7/24Progress Reports Sent HomeWeeks Commencing:6/11/2325/3/2415/7/24KS4 Curriculum Evening Event25/1/24Virtual Parents' Evening30/11/23
Who should I contact if I need to discuss my child’s progress?
Miss S Smith - Year 9 Learning Leader
Curriculum Leader
Senior Leadership Team:Mr I Young – PrincipalMr I Murphy – Vice PrincipalELG - Mrs L Cross - Director of Stakeholder Academic Engagement
### GCSE success at Rainford High
There was lots a happy faces at Rainford High this morning (Thursday 22 August) as students collected their GCSE results.
The school has seen increases in a number of areas, with 50% of students achieving 9-5 grades in English and Maths.
27 students achieved incredible grade 9’s in Maths a number of students making excellent progress across all subjects.
One particular student, Alana Hesketh achieved nine 9's and an A* in Further Maths. She will go on to study A-Levels in Sciences and Maths in preparation to possibly study medicine at University.
Alana has been a fantastic all-round student who has successfully represented the school at sport. Her results make her one of 836 students nationally who have achieved more than 7 grade 9’s.
Principal Ian Young said: “It has been another good year for GSCE results at Rainford High. Our students have worked very hard in preparation for their exams, and thanks to the right support from our outstanding teaching staff, it is great to see their efforts have paid off.
“Fortunately, we will still see many of our students around as they continue their studies at Rainford Sixth Form, and with places still available, today’s results will help make up the minds of those still unsure. No matter what route they take into further education or the world of work, I would like to wish Rainford High’s class of 2019 the very best of luck for the future.”
The school has a strong ethos of ‘Everyone Matters, Everyone Helps and Everyone Succeeds’ which the staff and pupils continually work to make this the day-to-day focus of the school.
### Outstanding A-Level results at Rainford Sixth Form
Students at Rainford Sixth Form are celebrating this morning after collecting their A-Level results.
The sixth form opened its doors at 8am to expectant students and their families, where they were each given an envelope containing their results.
It has been another strong year for Rainford High’s dedicated post 16 provision:
42% of students achieved A*-B grades at A level with 13% achieving the top tier of grades in all level 3 qualifications.
69% of students achieved A*-C grades at A level with 42% achieving A*-C grades or the equivalent in all level 3 qualifications.
100% of students achieved A*-E grades in all level 3 qualifications
38% of students have received offers from Russell Group Universities, with some students taking up opportunities of higher level apprenticeships.
Some of the stand out performers were:
-Luke Botcherby A*A*AA to study Modern Languages at Warwick University
-Emily Chapman D*D*A to study Sport and Exercise Science at Edge Hill University
-Lewis Derbyshire A*A*A*A*A to study Physics at Durham University
-Conor Gibson A*D*AA to study Mathematics at Leeds University
-Anya Greenhalgh D*AA
-Jessica Harley A*A*AA to study French and Spanish at Oxford University
-Callum Irving D*AAA to study Accounting and Finance at Leeds University
-Celvin Lee A*A*AA to study Mathematics at Durham University
-Aisling Power AAAA - Physics - Queens University Belfast
Head of Sixth Form, Grant Fletcher said: “It has been another great year for Rainford. As always our students have worked incredibly hard to get to this point and to see their dedication has paid off, is wonderful to witness. We wish them all the very best for the next chapter in their lives.”
### KS3 Progress Ladders
In our KS3, all subjects have an overlapping pathway approach which challenges all students to achieve their full potential, whatever their prior attainment. Each subject uses a Progress Ladder to support assessment judgements that links into clear assessment criteria. We use the following system to categorise students’ progress and inform classroom-based interventions in the 1st instance.
1 = Exceeding expected progress2 = Making expected progress3 = Below expected progress4 = Cause for concern
### MFL Progress Ladders
Year 7 MFL
Year 8 French
Year 8 Spanish
Year 9 French
Year 9 Spanish
### Design & Technology Progress Ladders
Year 7 Food
Year 7 DT
Year 8 Food
Year 8 DT
Year 9 DT
Year 9 Food
### R.S. Progress Ladders
Year 7 RE
Year 8 RE
Year 9 RE
### Music Progress Ladders
Year 7 Music
Year 8 Music
Year 9 Music
### P.E. Progress Ladders
Year 7 PE
Year 8 PE
Year 9 PE
### GCSE Results Day 22nd August
Students and parents are welcome to collect results from the immersive suite between 8am and 11am. 6th form enrolment will be in the 6th form common room.
### A – Level Results Day 15th August
Students and parents are welcome to collect results between 8am and 11am in the 6th form common room.
### Maths Progress Ladders
Year 7 Maths
Year 8 Maths
Year 9 Maths
### Geography Progress Ladders
Year 7 Geography
Year 8 Geography
Year 9 Geography
### Computer Science Progress Ladders
Year 7 Computing
Year 8 Computing
Year 9 Computing
### Art and Design Progress Ladders
Year 7 Art
Year 8 Art
Year 9 Art
### Science Progress Ladders
Year 7 Science
Year 8 Science
Year 9 Science
### English Progress Ladders
Year-7-Language-Reading-1Download
Year-7-Language-Writing-1Download
Year-7-Literature-1Download
Year-8-Language-Reading-1Download
Year-8-Language-Writing-1Download
Year-8-Literature-1Download
Year-9-Language-Reading-1Download
Year-9-Language-Writing-1Download
Year-9-Literature-1Download
### History Progress Ladders
Year 7 History
Year 8 History
Year 9 History
### Drama Progress Ladders
Year 7 Drama
Year 8 Drama
Year 9 Drama
### Rainford Prom 2019
Our wonderful Year 11 students had a fabulous time at their Prom on Friday. Students enjoyed a small reception at school to allow family to come along and get pictures and share in the festivities. We then moved onto the Crypt in Liverpool where they danced the night away!! A fantastic time was had by all!!
### Year 7 STEM Project 'The Solar System'
Our year 7's have created some exceptional models, dioramas and even cakes in their quest to explain our solar system. The level of creativity this year has been taken "to infinity and beyond!!" Well done to all out year 7's for their outstanding work!!
### Association for Physical Education (afPE) Quality Mark for Physical Education, School Sport and Physical Activity - with Distinction
We are delighted to announce that we have been awarded the Association for Physical Education (afPE) Quality Mark for Physical Education, School Sport and Physical Activity - with Distinction - for demonstrating outstanding provision, commitment and improvement in Physical Education, School Sport and Physical Activity.
Following afPE's recent validation visit, the awarding committee have bestowed upon us the highest level of the award in recognition of outstanding practice and significant 'leading-edge' developments in areas of:
Quality of Teaching & Learning in Physical Education
Curriculum Provision across Key Stages 3-5 (including provision for SEND students)
Achievement within Physical Education Core, Examination courses and School Sport & Physical Activity
Leadership and Management of PE, School Sport and Physical activity
The awarding panel and visiting validator were particularly impressed with the "innovative, rich and relevant student centred KS3-5 curriculum, that has the necessary breadth, depth and adaptability to meet the needs and aspirations of ALL students" the "inspirational provision for SEND students and outstanding commitment to support both Gifted and Talented and SEND students", the "consistently excellent quality of Teaching & Learning within PE", the "exceptional student attainment and achievement across all core and examination courses" the "extremely impressive range of success at local, regional and national level within a plethora of team and individual sports and activities" and the "strong, very effective, passionate and innovative leadership and management of PE, School Sport and Physical Activity".
We are delighted that the school's commitment to providing 'High Quality Physical Education, School Sport and Physical Activity (PESSPA) has been recognised in this manner by the professional body for Physical Education as well as through winning Educate's 'Outstanding Commitment to Sport in a Secondary School Award' for the fourth time in November 2018.
Many congratulations to the PE Department and all the staff, students, coaches and parents involved in helping us achieve this fantastic accreditation and for all their continued efforts within the aim of providing outstanding PE, School Sport and Physical Activity experiences for all students at Rainford High.
### KS3 Curriculum
Key Stage 3 – Y7, 8 and 9
Our 3-year KS3 curriculum will deliver a depth and breadth of learning and experience that gives students the key knowledge, skills and understanding needed to make strong progress in their learning. It will both support their transition from primary school and provide the essential foundations required to successfully access accredited Programmes of Study in Key Stage 4, leading to the best academic outcomes possible at the end of Y11 and Y13. The curriculum will inspire all students to learn and deepen knowledge and understanding of the full range of subjects for all students.
The table below details the number of lessons per week in each subject in KS3.
KS3 Assessments
Each department has an appropriate curriculum plan to match the school Assessment. Recording and Reporting calendar. All subjects assess students to identify and address gaps in students’ learning and to best secure key concepts to ensure progression through the curriculum for all students. Students sit formal assessments in all subjects. These happen twice a year in Year 7 and 8 and three times a year in Year 9. The dates of these Assessment Windows are published at the start of each year, as detailed below. The results of these assessments, together with the teacher assessed grade, and an outline of how each student can improve, will be reported home three times a year.
In our KS3, all subjects have an overlapping pathway approach which challenges all students to achieve their full potential, whatever their prior attainment. Each subject uses a Progress Ladder to support assessment judgements that links into clear assessment criteria. We use the following system to categorise students’ progress and inform classroom-based interventions in the 1st instance.
1 = Exceeding expected progress2 = Making expected progress3 = Below expected progress4 = Cause for concern
Our Assessment Policy states that formative feedback takes place in KS3:
once a half-term for non-core subjects;
twice a half-term for core subjects.
Formative assessments must reflect:
the lesson objectives and learning outcomes from previous teaching;
milestones in the student’s learning route;
the rigour and challenge associated with students making outstanding progress.
In addition to formative assessment, teachers will use ‘day to day assessment’:
This ‘live marking’ or ‘assessment at the point of learning’ feedback can be verbal or written.
It must ensure that students’ work is well-presented, organised, of appropriate detail and quality and commensurate with the student making outstanding progress.
### Sports Day 2019
The Year 7,8,9, 10 Sports Day will be taking place at the following times.
Tuesday 16th July
Lesson 1 and 2 - Year 9,
Lesson 3 and 4 - Year 10
Wednesday 17th July
Lesson 1 and 2 - Year 8
Lesson 3 and 4 - Year 7
Participants have been asked to come to school in their PE kits. Please ensure your son/daughter brings a sports bottle filled with water and sun cream. Students should still bring their equipment and books for lessons in case of cancellation.
Regards PE Dept.
Message history
### Teacher of Year 7 KS2 & KS3 Curriculum
MPS1 - MPS6
Temporary Contract - 12 Months
Required from mid September 2019, a suitably qualified Teacher to deliver the KS2 and KS3 Curriculum of Literacy and Numeracy in a thematic fashion to Year 7 students and to students with Special Educational Needs, in this successful 11-18 school.
Rainford High is committed to safeguarding children. To ensure that this is achieved, we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake and enhanced DBS check.
Application forms to be returned to Mrs Jane Ledson, Principal's Personal Assistant J.Ledson@rainford.org.uk by 12pm on Thursday, 18th July 2019.
Person specification
Teaching Standards
Application Form
### -KS3 Science
Curriculum
Intent:
Science at Rainford will provide pupils with the knowledge and skills to become confident citizens in a technological world so that they may develop an interest in matters of scientific importance and be suitably prepared for Higher Education courses in Science or Science-based vocational studies later in life.
Students will not only develop abilities and skills that are relevant to the study of Science, but also transferable to everyday life, encouraging safe practice, scientific thinking and reasoning. Science lessons will stimulate curiosity, interest and enjoyment and will promote an awareness that the study and practice of Science is co-operative and cumulative. Students will understand the contribution that Science makes to society, enabling them to consider moral and ethical issues and that the application of Science may be both beneficial and detrimental to the individual, community and the environment.
Implementation
The Science department are continually developing and refining a challenging and ambitious curriculum that enables students to develop a sound knowledge and understanding of the key fundamental ideas upon which Science is based. We aim to provide students with an enjoyable learning experience, one which inspires and promotes an interest/desire to develop their understanding of Science further. Students are made aware of the interdependence of the individual sciences through the delivery of a coherently sequenced and cumulatively sufficient curriculum, drawing on information from each discipline.
A variety of teaching methods and experiences are used to explore the world of Science. Courses aim to show progression and each student is encouraged to work at his or her appropriate level. Moving forward we are working hard to try and ensure that lessons provide challenge and greater opportunity for students to learn through discovery.
The department will use Knowledge organisers and retrieval practice consistently, enabling pupils to know more and remember more over time. Regular reading homework and keyword focussed activities at KS3 aim to broaden pupil’s vocabulary and ensure progression in writing, with a particular focus upon improving extended responses.
Through regular access to practical opportunities, we will enable students to develop the skills required to interpret and analyse experimental data with confidence and precision. How science works content will be introduced at KS3 with the completion of Apparatus and Technique practical assessments and then embedded at KS4 through the completion of the Required Practicals.
Impact
We strive to deliver a curriculum that allows our students to make outstanding progress relative to their starting points on entry to Rainford. We believe that the Science curriculum will enhance our students’ knowledge and understanding of the subject, thereby enabling them to achieve high standards of progress and attainment across each scientific discipline.
Students will leave the Science department with a Science education that not only equips them with all of the necessary skills to apply their own learning outside of a school laboratory but also inspires them to develop an interest regarding scientific issues in their everyday lives.
Possible careers and opportunities
By studying science a wide range of careers will be available to you such as medicine, dentistry, veterinary science, nursing, pharmacy and research. By studying science you will also develop problem solving skills, understanding the world around you and appreciate how science can shape the development of technology.
At Ks3, it is part of our curriculum to research into different career paths in science to allow students to see the opportunities that Science could possibly lead to.
Facilities
Science (S block) 5 classrooms, 5 fully equipped laboratories.
Support
Revision sessions are available for Year 11 and sixth form classes throughout the year.
Extra-Curricular
STEM club, Year 8 trip to Eden Project, Sixth Form trips to Bodies exhibit, CERN, Science Live, GCSE trip to Science Live.
### - KS3 PE
Curriculum
Intent:
Physical Education at Rainford High aims to make PE ‘Powerful Education’ by holistically developing ‘the whole-child’; educating students physically, morally, socially, culturally and cognitively.
Providing leading - edge learning experiences within the field of Physical Education.
Improving levels of physical literacy, fitness, health, mental and personal well-being of all students.
Developing tomorrow’s ‘Future Leaders’ - allowing all students to develop essential life skills that will allow them to make a significant contribution to whole-school improvement and British / Global society.
Developing a life-long love of Sport and Physical Activity for students of all abilities.
Implementation:
The 7-year Physical Education journey at Rainford High begins with a broad, balanced, challenging, inclusive and ‘student-centric’ KS3 Curriculum which allows maximum opportunity for all students to develop a wide range of physical, social, mental and leadership skills, and to apply them with positive effect in competitive situations, enjoy participating in physical activity and experience a sense of enjoyment and success.
The implementation of an innovative KS4 Core ‘activity option choice’ - combined with the provision of a broad range of academic and vocational PE / Sport examination courses within KS4/5 - will allow all students a clear progression pathway between KS3-5 and prepare them effectively for Post-18 choices.
An extensive and award winning Extra-Curricular Sports Programme allows students of all abilities to extend their skills, improve levels of Health & Fitness and experience personal and team success - at local, regional and national levels - within a broad range of recreational and competitive activities.
The Department has a clear ethos of ‘Working Together For Excellence’ which emphasises the shared values of hard-work and collaboration as the key to achieving educational excellence within Physical Education, School Sport and Physical Activity.
Impact:
We want to ensure that students of all abilities make outstanding progress relative to their starting points and attain their ‘personal excellence’ within external KS4/5 examination courses, the KS3/4 Core Curriculum and within extensive intra and inter-school sporting events.
However, whilst academic qualifications, healthy lifestyles and sporting participation/performance are of course extremely important, the true impact of High Quality Physical Education and School Sport at Rainford High should be seen in how we have utilised the power of PE & Sport to equip all students with the essential life skills that make them employable within a global economy and will allow them to make a significant contribution to British and Global society; leadership skills, teamwork, developing positive relationships, adaptability, resilience, initiative, self-confidence, self-belief, organisation, effective communication skills and a determination to succeed - the list is endless!
Once our Alumni students have embarked on University or Apprenticeship courses we want them to realise that they have gained a ‘head start’ in comparison to their peers and look back with great pride on their PE & Sporting experiences at Rainford High.
The PE department has recently been awarded the Association for Physical Education’s ‘Quality Mark – with Distinction, in recognition of Outstanding provision for PE, Sport and Physical Activity as well as being four times Winners of Educate’s ‘Outstanding Commitment to Sport in a Secondary School Award’ (2018, 2017, 2014, 2013).
Possible careers and opportunities – Physical Education lends itself to a range of careers in sports and fitness as well as other industries. Possible careers include: Sports science, PE teacher, Physiotherapist, Professional sportsperson, Sports coach/consultant, Sports policy at local and national level, Diet and fitness instructor, Personal trainer, Nutritionist, Media – sports journalist, Fashion Design – sports clothing, Police and the Forces, Psychologist.
Facilities – The PE department’s facilities consist of a Sports Hall, Studio, Astro Pitch, Netball/Tennis courts and a number of grass football and rugby pitches.
Support - The PE Department is able to offer additional support to students with a range of learning needs through varied teaching approaches and with differentiated resources/equipment. We also have strong links with the Learning Support Department (LSD) and work alongside a specialist PE teacher in the role of specialist Learning Support / PE Department link. The Learning Support link means the majority of KS3 SEND students have regular access to 1 to 1 Teaching Assistants (TA) within their PE lessons.
Extra-Curricular –We operate a wide-ranging extra-curricular programme that caters for those students wishing to join school teams and compete in inter-school competitions, as well as those who seek more recreational aspects of PE and sport. We have very successful school teams in Rugby, Netball, Football, Basketball, Rounders, Cricket and Athletics and many students gain county, regional and national recognition. We also provide recreational badminton, fitness and dance clubs. All students are encouraged to participate in aspects of out of hours sporting activity. Please see the PE extra-curricular programme - https://rainford.org.uk/sports/extra-curricular-programme.
### -KS3 Music
Curriculum
Intent
The performing arts department at Rainford High seeks to foster all students’ creativity and cultural awareness by facilitating exploration in a wide variety of practical ways through an accessible and inclusive curriculum. At all key stages we aim to challenge students to look beyond their existing views and cultural awareness by experiencing live and recorded performances from artists in all genres, from the past and present and from different cultures. We believe a robust performing arts curriculum is a crucial part of our students’ experience at Rainford as it contributes significantly to preparing them for life as fully rounded members of the wider community.
In music, we aim for all students to develop their creativity through sound by performing on their own and as part of an ensemble, creating and developing ideas in composition and listening to and analysing a wide variety of music. We believe in a ‘sound before symbol’ approach, enabling students to learn and explore music by engaging in practical activities which can then lead on to the use of a variety of notations.
Implementation
All students are taught music once a week at Key Stage 3. The curriculum is divided into six units per year and these are designed to develop students’ musical skills, knowledge and understanding in a cyclical way. Over the key stage, students are introduced to composition, performance, and listening and appraisal skills. As the curriculum develops, these skills are revisited within increasingly challenging contexts. Students are able to use a broad variety of instruments and music technology and are encouraged to work both on their own and in groups with their peers to share and structure their ideas. Performing and audience skills are a key part of all lessons, resulting in an atmosphere of mutual respect and celebration of work. We encourage resilience and determination whilst creating a safe environment where students can take risks in their learning. All work is recorded allowing students to listen back to, analyse and evaluate their own work and that of others.
Music is taught at Key Stage 4 and 5 where students follow rigorous practical based BTEC Tech Award and Level 3 Foundation Diploma courses offering clear pathways to higher education opportunities in academic, vocational and performance-based music.
Impact
We aim to deliver a wide ranging curriculum which enables all students to thrive, develop in confidence and celebrate their work and that of others. Students should make outstanding progress relative to their starting points when they join Rainford and, as they progress on their music journey through the school, we aim to foster a lifelong appreciation and love of music and the arts.
For those students studying at Key Stage 4 and 5, we will equip them with the skills, knowledge and understanding to progress on to higher education courses should they wish. Regardless of future career pathways, music will develop our students into creative, articulate, thoughtful, empathetic, resourceful, resilient and confident members of society.
Possible careers and opportunities
Music necessitates a wide variety of transferable and desirable skills needed in many career paths as it develops imagination and creativity, self-expression and resilience, listening and analytical skills, diverse cultural and historical awareness and the ability to work with and direct others. It can also lead directly to a future in performing, teaching, composing in a variety of genres (film, gaming etc.), recording and producing, sound engineering and media.
Facilities
The department has three fully equipped classrooms, three practice rooms and a recording studio. We have a large selection of instruments including keyboards, drum kits, guitars (electric and acoustic) and brass, string and woodwind instruments. We also have a suite of Apple Mac computers for developing music technology.
Support
The department runs a full programme of additional instrumental lessons on piano, guitar, drum kit, voice, woodwind and brass. These are offered to all years, and students studying music at Key Stage 4 and 5 are given instrumental lessons as part of their examination courses. As a department we offer various levels of support to pupils including 1-to-1 intervention, after-school revision classes and holiday sessions to prepare students for their examinations. In addition, all key information, resources and knowledge organisers are available on the school website to support your child’s learning.
Extra-Curricular
Rainford has a full and varied music extra-curricular offer including concert band, choir, show band and student- led rock and pop bands. We celebrate students’ work in our Christmas and summer concerts and our more experienced students form the show band for our annual school production. Students are involved in our local Music Hub ensembles and in workshops with external arts companies in diverse styles and genres. The department organises regular concert trips to local venues including the Bridgewater Hall and the Liverpool Philharmonic.
Music-Tuition-booklet-2023-24
Music-Tuition-booklet-2023-24-Woodwind & Brass
### - KS3 MFL
Curriculum
Intent:
Our vision in the Modern Foreign Languages department is that all language learners develop the skills and confidence to consider themselves as ‘World Citizens’ who belong in a multicultural, mutually respectful world.
We aim to support students to understand other countries and cultures so that they can be more open and adaptable to new experiences; ensuring that each topic contains an element of cultural reference to not only the target language country, but also the wider Hispanic or Francophone spheres.
The department is committed to developing strong, lifelong linguistic skills and to encouraging students to become curious and interested in the world. Ultimately, we want our students to have a love of languages, and aim to achieve this by nurturing a linguistic curiosity and an intrinsic motivation to explore and respect other cultures and people.
Pupils will be able to express their ideas and thoughts in another language and understand and respond to its speakers, both in speech and writing. Pupils communicate with increasing confidence, fluency and spontaneity, using a variety of grammatical structures that they have learned.
We endeavour to inspire all MFL practitioners/peers through collaboration, support and modelling exceptional practice, no matter what stage practitioners are in their career journey.
Implementation:
The MFL Department is a dynamic, passionate, and enthusiastic department with a collaborative and creative approach to teaching and learning which is consistently embedded in all lessons. The department endeavours to make learning languages fun and meaningful, providing students with many opportunities for both collaboration and independent work in each lesson.
Detailed curriculum plans are designed to ensure that all four skills (Reading, Writing, Speaking and Listening) are covered in every unit and that opportunities to revisit key skills, in different ways, are built in. Retrieval activities are used every week across all key stages to ensure that our students are fully prepared for the rigours of the linear exams at the end of KS4 & KS5.
Grammar is the foundation for building language skills. Learning grammar enables students to speak and write more accurately, confidently and fluently. Consequently, grammar skills are taught explicitly through every unit of work, and are regularly revisited; emphasis is on equipping students with the linguistic skills to unpick and decode unfamiliar language.
Lessons are engaging and seen as bricks in the ever-growing bridge of language learning. We strongly feel that students need to be involved in tasks they find interesting in an environment where active and successful learning is encouraged. The MFL department has high expectations for all students and the climate for learning encompasses the contributions of all abilities.
Learning in the classroom is enhanced through self-study. All of our students are provided with knowledge organisers which contain all of the key vocabulary and grammatical structures required. Our KS4 knowledge organisers contain full GCSE mark schemes to ensure they take responsibility for their progression and exam requirements are made explicit at all times. Knowledge organiser tests are set every week, and consist of learning key vocabulary and grammar.
We explicitly teach revision skills to each year group to enable them get to grips with independent language learning. In Yr7 and Yr11, we invite parents in to school to teach key phonics and MFL specific revision strategies to further support independent study.
KS5 lessons are complemented with FLA sessions where students have the opportunity to practice their speaking skills with native speakers.
Students need to be resilient language learners. Within the MFL classroom, we consistently emphasise that it is ok to make mistakes. We believe where students learn is in deciding how they move on from these errors. This open environment allows students to grow in confidence and not feel intimidated in speaking out in front of the class. Opportunities for reflection are built in at regular intervals, and the curriculum is designed to build students’ independence.
To further enrich the MFL curriculum and to help develop a love and enthusiasm for languages and enhance the cultural capital of students, the MFL team provide a wide range of extra-curricular opportunities. From Foreign Language Film club in year 7, our Gifted and Talented program in year 8, to Speaking clinics in KS4, university workshop visits in KS5 and the annual Barcelona and Picardy trip, students are exposed to a culture where languages are alive and easily accessible for all.
The MFL team actively seek to hold whole school activities to raise the MFL profile - highlighting the importance of language learning in our diverse world that we live in today; celebrating the European Day of Languages, Spanish and French Spelling Bee, El día de los muertos, El cinco de mayo and Navidad.
Impact:
We have designed our curriculum to ensure that every student has the opportunity to make outstanding progress in languages at Rainford High. We consistently deliver excellent results at both KS4 and KS5. We intend for every student that has studied a language to leave Rainford equipped with a wide range of skills including problem solving, communication, resilience and an improved knowledge of their own language. They will be equipped with the skills necessary to become global citizens, enabling them to study and work in other countries in the future.
Possible careers and opportunities
There are all kinds of beneficial reasons to learn a foreign language, including:
Language graduates find it easier to get jobs
Language graduates have lower rates of unemployment than graduates in the great majority of other subjects - only 2.6% of German graduates were still unemployed at the time of last year's survey, as opposed to 5.9% of those with degrees in Business Studies, and 8% of those who did Computing.
There is a wider choice of jobs for graduates with languages
By choosing languages, you're not limiting your career options. Language graduates have a whole range of career opportunities open to them. A recent survey shows that about 29% go into business services, and around 10% go into each of the following: manufacturing, sales, banking/finance, community/social services, transport/communications.
Languages teach you adaptability and communications skills
Learning how to interact with speakers of other languages means you are less likely to be stuck in one mode of thinking. It can help you to see things from a range of perspectives - making you more adaptable, creative, and insightful. The ability to operate cross-culturally is becoming just as much valued by employers as straight language skills.
Facilities
Four dedicated classrooms and an ICT suite.
Support
Drop-in support sessions, Revision sessions, 1 to 1 speaking workshops at KS4 and 5.
Extra-Curricular
The MFL department offer a variety of extra-curricular activities which include: film club, progress club and for sixth formers we have the Foreign Language Leader Award. The department is committed to providing extra opportunities for language learning and enhancing the status of languages within the school. There is a wide and developing range of links with outside agencies, activities within school and visits and trips to Europe. These include clubs such as MFL film club, events such as European Day of Languages, Spelling Bee, El día de los muertos, links with local universities and trips to Barcelona and Paris. All members of the department are active in establishing links with other departments and areas in the school to further cross-curricular developments. A focus this year is developing our gifted and talented program in Year 8 which enables students to study French as an additional subject.
### - KS3 Maths
Curriculum
Intent:
At Rainford High School the intent of the Maths curriculum is to ensure that all students receive a high-quality mathematical education which develops their interest in and understanding of the importance, worth and beauty of Mathematics. The curriculum will develop students’ fluency in choosing and applying appropriate mathematical processes and knowledge through varied and frequent practice with increasingly complex problems over time. Our curriculum enables students to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations and developing an argument, justification or proof using mathematical language. The curriculum will allow students to solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. We aim to allow all students to develop essential life skills and career aspirations that will allow for outstanding Personal Development and ensure they make a significant contribution to whole-school improvement and British / Global society.
Implementation:
We implement our curriculum through a five year programme of study with the possibility of a further two years study in Rainford College. At KS3 our students follow a curriculum based on the White Rose Maths curriculum which follows the principles of Mastery. Through intelligent practice, encouraging mathematical debate and open-ended activities which focus on methods, this curriculum aims to develop a deep understanding of the concepts taught. They start the GCSE course in Year 10. Maths and Further Maths are popular choices at A Level where students continue to be supported to achieve the best possible outcomes. Throughout the curriculum a thorough and detailed Scheme of Learning with recommended resources supports teachers to deliver lessons with rich and varied activities. Students are given the opportunity to develop fluency in performing key mathematical skills so they become second nature. Students are given opportunities to think logically and flexibly to develop sound mathematical arguments. Students’ ability to solve problems is nurtured during lessons through exposure to a variety of strategies and modelling of good practice. Assessment is used as a vehicle for students to reflect on their progress and identify areas that require further development. Students are set by ability so that every student can be challenged appropriately according to their starting points. Aspects of the curriculum delivery are non-negotiable and consistent so that all students at Rainford have a common experience in Maths and everyone is challenged to succeed. We offer a challenging curriculum and enrichment activities that allow all students a clear progression pathway between KS3-5 and prepare them effectively for Post-18 career choices – in line with whole school CEIAG strategy.
Impact:
We want to ensure that all students make outstanding progress relative to their starting points and that this progress is reflected in their KS4 and KS5 outcomes. The skills and knowledge they develop in Maths will support their studies in other curriculum areas to help them succeed. All students progress to the next stage of their education with the Personal Development, Life-Skills and Careers Guidance that make them employable within a global economy and will allow them to make a significant contribution to British and Global society; in line with whole school Personal Development & CEIAG strategies and whole-school ethos. Once our Alumni students have embarked on University or Apprenticeship courses we want them to realise that they have gained a ‘head start’ in comparison to their peers and look back with great pride on their experiences within Maths at Rainford High.
Possible careers and opportunities
The skills developed in Maths support other subjects across the curriculum and can be applied to a wide range of careers. You will develop numeracy skills, reasoning, problem solving, logical thinking, analytical skills and the ability to perform complex tasks with a high level of accuracy. Studying Maths can lead to careers in Engineering, Medicine, Science, Technology, Business, Computing and Teaching amongst others.
Facilities
The Maths Department is located in the West Block of the school and has nine classrooms. Each classroom contains an interactive whiteboard and a visualiser to enhance the learning experience for our students. There is a range textbooks available and online learning platforms are also available to assist students in completing and developing the quality of their work.
Support
We subscribe to the online learning platform drfrostmaths.com which every student is able to access to support their learning. Intervention sessions are also arranged for selected students throughout the year.
### - KS3 Philosophy, Religion and Ethics
Curriculum
Intent
Within Philosophy, Religion and Ethics, we believe that every child has the capacity to learn, engage, reflect and experience Philosophy, Religion and Ethics. We are focused to create learning experiences within a creative, thought provoking and thoughtful environment.
We explore, apply and discuss different cultures, religions and traditions within our diverse communities that are local, national and worldwide.
We focus on ethical and Philosophical issues which aim to engage and challenge student perspectives whilst learning to understand why human being believe the things they do.
Through our evolving curriculum, we provide and develop the skills of our young people to be respectful, reflective, intuitive and open-minded. This is with the vision of making their futures and their world secure, accepting and a diverse place to live.
Implementation:
Within Philosophy, Religion and Ethics we have a curriculum with stimulating and thought provoking aspects which enables students to engage and consider some of the most diverse and challenging Religious, Philosophical and ethical issues currently in our world.
Our curriculum will enable students to develop their thinking skills, knowledge of key Religious, Philosophical and ethical issues and to construct justified opinions whilst applying religious beliefs.
Students will also have experiences in exploring Philosophical and ethical content that is current and Religious experiences that occur that are relevant to the curriculum.
Within the Philosophy, Religion and Ethics department the specialist team use a variety of techniques within lessons to engage students to a high standard in order for them to make excellent progress. Staff use stimulating and thought-provoking video, discussion tasks, group tasks and extended writing tasks which foster an enthusiasm for the subject however also prepare students for the demands of GCSE and A level study.
The department will use knowledge organisers, regular reading homework, extension tasks and activities to engage students and develop their knowledge and understanding furthermore their ability to justify and evaluate philosophical and ethical issues.
Through access to a number of learning opportunities including, thought provoking videos. outside speakers and guided meditation, it will enable students to develop their learning through memorable and challenging experiences.
Impact
In Philosophy, Religion and Ethics lessons every child makes outstanding academic progress from their KS2 starting points which prepares them for their future learning at GCSE and A level study.
This requires high levels of knowledge and understanding of key religious, philosophical and ethical issues, skills in justifying their beliefs and opinions and also evaluating key curriculum content.
We wish to develop the skills of our young people in many areas but in particular to leave Rainford High being respectful, reflective, and intuitive and open-minded citizens.
We wish for students to have developed many skills which will prepare them for the world of Further education or for the demands of modern employment.
Possible careers and opportunities
A qualification in Philosophy, Religion and Ethics Studies is useful in the following professions: Media, Law, Politics, Medicine the Army, Social care, the Police, and of course, Education.
Facilities
We have two dedicated classrooms in the East Block, E102 and E104.
Support
We offer numerous group and 1-2-1 revision sessions for students to prepare them for their GCSE examinations. Furthermore, all key information resources, Knowledge Organiser have all been placed on Rainford Connect to support your child’s learning.
Extra-Curricular
The enrichment opportunities in Philosophy, Religion and Ethics are wide and varied. Here are just a few of the opportunities students at Rainford have experienced recently:
For GCSE and A Level students a day trip to the Liverpool Anglican Cathedral and the Liverpool Synagogue including a workshop exploring the topic of ‘Beliefs of Christians and The Jewish Community’.
In the past 2 years, all GCSE and A-Level students have had the opportunity to engage in Holocaust memorial activities.
### -KS3 History
Curriculum
Intent
History at Rainford seeks to explore the concepts of identity, significance, change and continuity, whilst allowing the students to understand their place in the modern world. Students will develop an understanding of the changing nature of power; of the growing rights of the people and the creation of a multicultural diverse society in Britain and the wider world. In tandem pupils will explore examples of the capacity for human destruction and creation both locally, nationally and internationally. We also aim to develop transferable skills that can be used across the curriculum including critical thinking, analytical skills regarding textual and visual sources and extended writing skills. We seek at every opportunity to develop literacy across the curriculum, providing learners with opportunities to engage in historical reading, extended writing and debate.
Implementation
Within History we have created a curriculum with a myriad of aspects which enable pupils to engage with, and consider, diverse and challenging topics throughout history, allowing students to enhance their understanding of the modern world. In addition to the creation of an engaging curriculum the History team use a range of innovative and imaginative teaching and learning strategies to stimulate students and foster enthusiasm and passion for the subject. New schemes of learning cover local, national and international history from c. 1000 to the present day – allowing an understanding of students’ place in the world and the journey to where we are now.
The specialist team within the department will use knowledge organisers, regular reading homework, technology and enrichment opportunities to engage students and to develop their knowledge and understanding. Staff use stimulating and thought-provoking video, discussion tasks and extended writing tasks which foster enthusiasm for the subject, by promoting the consideration of contrasting interpretations of the past; whilst also preparing students for the written and conceptual demands of further study of History. A 7-year assessment journey will enable students to develop the knowledge and skills required for success in terminal examinations at GCSE and A-Level.
At KS3 the chronological journey allows all students to build up their understanding of the development of Britain and its place in the modern world. Each lesson embeds the terminology and skills required for success in terminal examinations at GCSE and A-Level. In addition to formal examinations we will use a range of low-stakes and periodic assessment to embed understanding and develop the application of subject specific skills. Assessments are coordinated across the department with clear progression and continuity throughout the key stages.
Impact
We want to ensure that students make outstanding progress relative to their starting points and are equipped to access further qualifications. We want not just academic success but students to have an appreciation and understanding of modern society in Britain and the wider world; to question established thinking and consider others’ opinions.
Students should leave the History department at Rainford with an understanding of the changes and continuity in modern Britain and the wider world, alongside a sense of empathy and understanding of different cultures. We want students to gain confidence in literacy and expressing their opinions gaining these transferable skills for academic study but also for higher education and the demands of modern employment.
Possible careers and opportunities
Studying History provides pupils with a breadth of transferrable skills that will equip them for a variety of careers in an increasingly competitive jobs market. These skills would be ideal for pupils who are considering careers in the following sectors: archaeology, journalism, education, law enforcement, the military and government.
Facilities
We have four modern and well equipped classrooms dedicated to History in East Block, E106, E107, E109 and E110.
Support
As a department we offer various levels of support to pupils including 1-to-1 intervention, after school revision classes and holiday sessions to prepare pupils for their GCSE examinations. Moreover, all key information resources, knowledge organiser have all been placed on Google Classroom to support your child’s learning.
Extra-Curricular
The History Department offer various opportunities for pupils to pursue their passion for their subject outside of lessons. In the past academic year, pupils have had the opportunity to attend lunchtime ‘Horrible Histories’ club, view and take part in an exhibition in collaboration with the Anne Frank Trust UK and a school trip to the Imperial War Museum North in Salford.
### - KS3 Geography
Curriculum
Intent:
Geography at Rainford will teach young people about the world and the impact that they have on the environment. Students will develop an understanding of the interactions between people and their varied environments, understanding how physical and human geography are interconnected.
As a keystone of the curriculum, we will develop critical and discerning students who appreciate their role as global citizens, making positive contributions and a difference in the world, underpinned by the key principles of sustainability and social and economic equality both locally and internationally.
We also aim to develop transferable, geographical skills that can be used across the curriculum in support of its facilitating and enabling profile for academic study, as well as developing critical and resilient learners with greater interdependence and self-motivation.
Implementation:
Development of an engaging and contemporary curriculum will enable students to develop a broad geographical knowledge on a range of key principles in geography as well as the challenges posed by key global issues for the 21st century. This will also include opportunities to cover content that is reactive to current affairs and geographical events that occur that are relevant to the curriculum.
In addition to developing an engaging curriculum, the Geography team will use a range of innovative and imaginative teaching and learning strategies to stimulate students and foster enthusiasm and passion for the subject. The department will use knowledge organisers, regular reading homeworks and extension tasks and activities to engage students and develop knowledge and understanding.
Through access to practical opportunities to learning, we will enable students to develop original lines of enquiry and provide opportunities for all students to experience an enriched and immersive curriculum through project work and fieldwork opportunities.
A 7-year assessment journey will enable students to develop the knowledge and skills required for success in terminal examinations at GCSE and A-Level. In addition to formal examinations, we will use a range of day-to-day and periodic assessments to embed understanding and develop the application of subject specific skills. Transitional assessments from each year group will reflect content delivered and co-ordinated with clear progression and continuity throughout the Key Stages.
Impact:
We want to ensure that students make outstanding progress relative to their starting points and are able to attain strongly in their KS4 and KS5 examinations. Moreover, students work will be high quality reflecting their application of skills and knowledge.
Students should leave the Geography department at Rainford with an understanding of their roles and responsibilities as global citizens and a willingness to contribute to the wider community. In addition, students should be equipped with a range of transferable skills for academic study but also provides them with a competitive edge in the employment market and future careers.
Possible careers and opportunities
‘Geography is the subject that holds the key for our future’. This quote encapsulates the importance of Geography in the 21st century. Students will gain a detailed understanding of the interactions between people and the environment and the impact on the planet. More importantly, students will gain an understanding of sustainable development for an equitable future for the planet. As a facilitating subject, Geography provides students with a range of skills for both academic study and employment. These include literacy, numeracy, problem solving, decision-making, presentation and analytical skills. All skills that are well suited for a host of careers including international development, environmental management, urban planning, hazard management, sustainable development, journalism, finance and accountancy and police and civil service.
Facilities
4 dedicated Geography rooms in the new block between East Block and the Sixth Form College
Support
As a department we offer various levels of support to pupils including 1-to-1 intervention, after-school revision classes and holiday sessions to prepare pupils for their GCSE and A Level examinations. In addition, all key information resources and Knowledge Organisers are available via Google Classroom to support your child’s learning.
Extra-Curricular
Various opportunities are available for students to pursue their interests within Geography. These include fieldwork opportunities both within the school grounds and visits to Ainsdale Sand Dunes, Morecambe Bay and Liverpool ONE for examination classes. We will also establishing an Eco-schools group with an aim to empower the student body to create a more sustainable school and college.
### -KS3 English
Curriculum
Intent:
Our intent is to share our wealth of knowledge and experience, to imbue our students with a genuine passion for the study of language and literature and to teach them to explore how the subject reflects and captures the world around us. In doing so, students will develop their skills in reading, writing and oracy and be able to communicate effectively for different purposes and audiences and in different contexts.
Our students will develop into critical and evaluative readers who are able to explore texts in detail and justify their ideas with accuracy and coherence. They will mature into confident writers who are able to write with fluency, flair and sophistication. They will also be able to use standard English to express complex ideas and engage in detailed discussions ranging from debates to presentations.
We will also provide students with a strong foundation of literacy skills which will enable them to access the wider curriculum across our school. These skills will enable them to access the wide range of academic and vocational pathways leading to their future careers. Additionally, we aim to allow all students to develop essential life skills and career aspirations that will allow for outstanding personal development and ensure they make a significant contribution to whole-school improvement and British/global society.
Implementation:
Our KS3 offer is fully compliant with the National Curriculum. We are continually developing and refining a challenging and ambitious curriculum that enables students to acquire a broad range of skills, concepts and knowledge from the study of language and literature. In doing so, we ensure that students have access to topics of contemporary relevance as well as traditional classical stimulus.
In delivering the curriculum, the English team will use a wide range of innovative and imaginative teaching and learning strategies to stimulate curiosity, discussion and reflection within our students. The department also uses knowledge organisers, reading homework and promotes independent study to encourage our students to develop their knowledge and understanding of the wider curriculum beyond the classroom.
We use a wide range of interesting classical and contemporary literature texts to foster passion and enthusiasm in our students for the subject. This enables them to understand and appreciate the profound impact of English Literature on the world around us. We also use a diverse range of fiction and non-fiction language texts which enable students to make links with other curriculum areas and help them to understand the relevance of English and literacy in the local and wider communities.
The English curriculum is a challenging seven-year pathway that prepares and develops knowledge and skills requisite for success in GCSE and A-Level examinations. It includes enrichment activities that allow all students a clear progression pathway between KS3 to KS5 and prepare them effectively for Post-18 career choices – in line with whole school CEIAG strategy. In support of this, we implement regular formative and summative assessment tasks to ensure that students understand their learning and we intervene to ensure that no child is left behind. Assessments at all key stages reflect the content delivered in schemes of learning and ensure that progress is measured, continual and scaffolded effectively.
Impact:
We strive to deliver a curriculum that allows our students to make outstanding progress relative to their starting points on entry to Rainford. We believe that the English curriculum will enhance our students’ knowledge and understanding of the subject, thereby enabling them to achieve high standards of progress and attainment in their GCSE and A-Level examinations.
Students will leave the English department with strong literacy skills in reading, writing and oracy that will equip them for further education and employment. They will successfully use their knowledge and experience of the curriculum to develop social skills in empathy and compassion and mature into responsible young adults that make effective and worthwhile contributions to the local and wider communities. All students will progress to the next stage of their education with the personal development, life-skills and careers guidance that make them employable within a global economy and will allow them to make a significant contribution to British and Global society; this is in line with whole school Personal Development and CEIAG strategies and the whole-school ethos. Indeed, once our Alumni students have embarked on university or apprenticeship courses, we want them to realise that they have gained a ‘head start’ in comparison to their peers and look back with great pride on their experiences within English at Rainford High.
Possible careers and opportunities:
English underpins every subject in the curriculum and is therefore central to every possible career. Those who study English will find careers in management, public relations, the media, publishing and – of course – in teaching.
Facilities:
The English Department is located in the East Block of the school and boasts nine generously sized classrooms. Each classroom contains an interactive whiteboard and a visualiser to enhance the learning experience for our students. There is a range of fiction and non-fiction texts in each classroom and literacy resources are always available to assist students in completing and developing the quality of their work.
Support:
Intervention sessions are available for selected students from every year group. We also offer lunch time and after-school revision sessions for our GCSE and A-Level students throughout the school year.
Extra-Curricular:
We offer a range of extra-curricular activities including poet and author visits to celebrate National Poetry Day and World Book Day. We also invite theatre groups into school to perform the set texts studied at all key stages such as Blood Brothers, A Christmas Carol, An Inspector Calls and Romeo and Juliet. We have also established links with The University of Liverpool and we are delighted that esteemed academics from the institution have delivered GCSE workshops to our Year 10 and 11 students. At KS5, we have strong links with Edge Hill University and there are opportunities to visit the institution for English Language and English Literature seminars and workshops.
### - KS3 Drama
Curriculum
Intent
The performing arts department at Rainford High seeks to foster all students’ creativity and cultural awareness by facilitating exploration in a wide variety of practical ways through an accessible and inclusive curriculum. At all key stages we aim to challenge students to look beyond their existing views and cultural awareness by experiencing live and recorded performances from artists in all genres, from the past and present and from different cultures. We believe a robust performing arts curriculum is a crucial part of our students’ experience at Rainford as it contributes significantly to preparing them for life as fully rounded members of the wider community.
In Drama, we aim for all students to explore their creativity through movement and speech. Students are able to delve deeper into social issues and diversity through role-play and so develop an understanding of the world around them.
Implementation
All students are taught Drama once a week at Key Stage 3. The curriculum is divided into six units per year and these are designed to develop students’ drama skills, knowledge and understanding in a cyclical way. Over the key stage, students are introduced to the techniques of devising, thought tracking, mime and interpreting scripts. As the curriculum develops, these skills are revisited within increasingly challenging contexts addressing both social and moral issues and themes. Students are encouraged to work in groups with their peers, to share and structure their ideas, to perform and be an active member of an audience, skills which are a key part of all lessons, resulting in an atmosphere of mutual respect and celebration of work. We encourage resilience and determination whilst creating a safe environment where students can take risks in their learning. All work is recorded allowing students to watch back, analyse and evaluate their own work and that of others.
Drama and Performing Arts is taught at Key Stage 4 and 5 where students follow rigorous practical courses offering clear pathways to higher education opportunities in academic, vocational and performance based courses.
Rainford has a full and varied Drama and Performing Arts extra-curricular offer including our annual school production and Drama clubs. The curriculum is further enhanced by regular trips to the theatre at Key Stages 4 and 5 and work with visiting drama and performing arts professionals.
Impact
We aim to deliver a wide ranging curriculum which enables all students to thrive, develop in confidence and celebrate their work and that of others. Students should make outstanding progress relative to their starting points when they join Rainford and, as they progress on their Drama and Performing Arts journey through the school, we aim to foster a lifelong appreciation and love of Drama and the arts.
For those students studying at Key Stage 4 and 5, we will equip them with the skills, knowledge and understanding to progress to higher education performance courses should they wish, but regardless of future career pathways, Drama and Performing Arts will develop our students into creative, articulate, thoughtful, empathetic, resourceful, resilient and confident members of society.
Possible careers and opportunities
Studying Drama provides pupils with a breadth of transferrable skills that will equip them for a variety of careers in an increasingly competitive jobs market. These skills would be ideal for pupils who are considering careers in the following sectors: Performing Arts, journalism, education, Public Relations, Health Service in particular Drama-therapy.
Facilities
We have three modern and well equipped Drama studios dedicated to Drama Two in the North Block, both having lighting and sound boards and one in the College.
Support
As a department we offer various levels of support to pupils including 1-to-1 intervention, after school revision classes and holiday sessions to prepare pupils for their GCSE examinations. Moreover, all key information resources, Knowledge Organiser have all been placed on Google Classroom to support your child’s learning.
Extra-Curricular
The drama and performing arts department offer various opportunities for pupils to pursue their passion for the subject outside of lessons. This has included the Shakespeare festival club in which students have learned and rehearsed a Shakespeare text for the national Schools’ Shakespeare festival and performed it at a professional theatre. The group has also performed throughout the year for various other audiences including for the students on transition day. As well as this, students have the opportunity to be a part of the annual school production, performing q range of works such as ‘Oliver’, ‘Guys and Dolls’ and ‘The Wizard of Oz’. The performing arts department also facilitate many educational trips to the theatre for Key Stage 4 and 5 students.
### - KS3 Design and Technology
Curriculum
Intent:
Design and Technology at Rainford is a stimulating, rigorous and practical subject encompassing the four specialist areas of Graphics, Resistant Materials, Food and Textiles.
Our curriculum strives to present a range of opportunities for students to develop their creative, practical and technical skills as they design and make prototypes and products that solve real life problems within a variety of contexts, considering both their own and others’ needs, wants and values. We will encourage students to take risks in their design approaches and aim to develop resourceful, innovative and enterprising young learners who can go on to be the next generation of creative thinkers, designers and practitioners.
Implementation:
The carousel structure at KS3 will allow students to experience the diversity of each specialism and prepare them for further study at KS4 and beyond should they choose this subject option.
At KS4 students will be given the opportunity to focus on their chosen specialism and opt for the course that best suits their own career aspirations or interests. We will continue to offer both GCSE and Vocational courses which are designed to fit the needs of a wide range of learners.
Students will develop skills, knowledge and understanding across the specialist areas and draw on cross-curricular links with other subjects such as mathematics, science, ICT and art to further enhance their studies. Through the evaluation of products, their own work and the work of prominent practitioners within the chosen specialism they will develop a critical understanding of the impact of Design and Technology on society and the wider world.
Vocational options for Graphics and Hospitality/Catering will focus on work in those sectors and will be assessed through practical outcomes and coursework assignments rather than traditional academic examinations.
Impact:
In Design and Technology our aim is for all students to embrace and enjoy the subject matter across all disciplines in KS3 as they develop skills, knowledge and understanding which encourages them to opt for the subject and go on achieve outstanding results in their chosen specialism at KS4 and KS5.
As they move on from Rainford, students who have studied a Design and Technology specialism will be armed with a wide range of skills including practical and creative problem solving, communication, presentation and technical know-how to put them in a strong position to apply for a related higher level course or apprenticeship, or move confidently into the employment market.
Possible careers and opportunities
Study in this area can lead to a wide range of future opportunities in several sectors including:
Resistant Materials: Joiner, Engineer, CNC operator, Machinist, Construction worker.
Food: Chef, Dietician, Home Economist, Nutritionist, Catering Manager, Journalist, Restaurant Manager, Hotelier, Hospitality, Leisure/Tourism Worker.
Graphics: Graphic Designer, Illustrator, Games Designer, DTP, Creative Art worker.
Textiles: Fashion Designer, Textiles Designer, Milliner, Stylist, Pattern Designer, Interior Designer.
Staff
Mr T Burt, Curriculum Leader, burt@rainford.org.uk
Mr C Eaton, Assistant Curriculum Leader, eaton@rainford.org.uk
Mrs S Pullen, Teacher, pullen@rainford.org.uk
Miss C Fawley, Teacher, fawley@rainford.org.uk
Miss C Holmes, Teacher, holmes@rainford.org.uk
Miss J Brothers, Technician, brothers@rainford.org.uk
Mr J Mayer, Technician, mayer@rainford.org.uk
.
Facilities
The department consists of 8 teaching rooms with 2 dedicated to each subject specialism.
S101/102 Graphics: Full suite of PCs, in-class printing facilities, range of graphics tools and equipment.
S103/104 Textiles: Full range of sewing machines, heat press, range of textiles tools and equipment, class set of laptops.
S105/106 Resistant Materials: Fully equipped modern workshops, freestanding machines, traditional work benches, range of specialist tools and equipment.
S110/111 Food: Full range of cooking facilities, food preparation area, specialist tools and equipment, study area, refrigeration facilities, dishwasher and laundry facilities, class set of laptops.
The department also has a further suite of computers in the open area, 2 state of the art laser cutters, a large format vinyl cutting machines, digital printing/scanning facilities and a materials preparation/storage room.
Support
The Design and Technology Department is very well equipped to offer additional support to students with a range of learning needs through varied teaching approaches and with differentiated resources. Staff are available at lunch times and after-school to offer further support in the completion/improvement of student work.
Extra-Curricular
The Design and Technology Department offers lunch-time clubs for KS3 students at certain times of the year in and these will be advertised in class and on the display monitors around school.
### -KS3 Computer Science
Curriculum
Intent:
The Computing department at Rainford aims to enable students to develop skills and knowledge in Computer Science and Digital Technologies to prepare them for a future in a world where the use of this technology is fully embodied. We wish to enthuse students to have an understanding far deeper than the interface that they currently operate.
We aim to enable students to develop a love of learning for the subject and an understanding that there are no limits to their own development in programming and IT.
Using the strands of computational thinking will aid learners with their Computer Science studies and ability to solve problems, as it is embedded within everyday life activities. Students will develop transferable IT skills that can be used across different curriculums to support their academic studies and build their resilience and independence.
Implementation:
Development of our engaging curriculum will provide students with a broad Computing and IT knowledge set covering a range of key principles from Computer Systems to Computational Thinking and Programming. The curriculum will cover content from within the ever fast paced changing digital world and the technology that it encompasses with the latest technology available for students to use.
Students will develop their enthusiasm and resilience within the subject and will be provided the opportunity to enrich their education and learning through robotics lunchtime clubs and industry level cyber security training.
KS3 students will learn the importance of staying safe online and how computer systems work. They will be given the opportunity to develop their programming and digital technology skills through different engaging projects to stretch and challenge their knowledge.
Students will be regularly assessed through tests and quality projects created to ensure knowledge and understanding that has been learnt can be applied to different scenarios.
Moving into KS4 students will develop their previously acquired skills and be able to apply them to larger projects and overcome more complex problems. Students will further develop their understanding of computational thinking and how computers work and overcome a variety of different projects were skills must be applied.
Through studying how different systems work students will have an excellent understanding of all aspects of computer science and their impact on society and the wider world.
Impact:
Our aim is for students to engage and enjoy the subject across all different aspects and understand how the development of IT is rapidly changing and will be a large part of their lives and careers.
Students will leave with the skills to fully embrace a future of rapidly advancing computer technology. Students will be armed with skills to be able to problem solve in numerous fields within the subject and be ready for the jobs of the future.
Students will be in strong positions to be able to apply for apprenticeship careers within IT, cyber security or software development or apply to a related higher level education course.
Careers and Opportunities
Almost all careers require some use of ICT resource. Specific job roles available are roles such as web developer, software engineer, cyber security, network management. ICT and computing offer a wide range of apprenticeship opportunities as well as opportunities to study at a Higher Education level.
Facilities
We have 5 fully equipped ICT rooms one of which is a Pi Lab allowing for a greater number of programming projects to be undertaken.
Support
We run a weekly computing club that allows students to engage with some exciting projects from games development to robotics.
Extra Curricular
We offer a range of trips from visits for cyber security workshops to university trips.
### -KS3 Art, Design & Technology
Curriculum
Intent
The Art and Design Technology curriculum at Rainford is a stimulating, rigorous and practical subject area encompassing the specialist areas of Art and Design, Food, Graphics, Product Design and Textiles.
Throughout Key Stage 3, our curriculum presents a range of opportunities for students to develop their creative, practical and technical skills as they design, create and make prototypes and outcomes.
We encourage students to take risks in their creative design approaches and aim to develop resourceful and enterprising young learners who can develop into the next generation of innovative artists, designers, practitioners and chefs!
Implementation
The Art and Design Technology curriculum aims to enrich the quality of our student’s experiences, providing rewarding activities that inspire, inform, stimulate, challenge and entertain. Activities help develop the capacity to formulate and communicate ideas and feelings; they enhance perceptual skills through responding, developing and evaluating, and control through practiced physical skills.
Involvement in Art and Design Technology helps to foster a positive attitude among students by developing a wide range of qualities such as cooperation, enthusiasm, passion, inspiration, resilience and ambition. We also emphasise that this is an inclusive environment, which helps students acquire an important sense of belonging as well as building the self-confidence they need to do well and make their first steps towards higher education and employment.
The Art and Design Technology curriculum at KS3 introduces key formal elements and practical skills to students through a series of projects. These projects encourage students to work both solely and as part of a group. They are introduced to basic key skills and then these are built on throughout the three year key stage. Each project is designed to enhance and build on initial skills taught going into greater depth whilst encouraging creative thinking, risk-taking and confidence.
Impact
Our aim to create a culture of exploring and learning that is accessible to all students and allows them to embrace and enjoy the subject matter across all disciplines as they develop skills, knowledge and understanding.
As our students mature and move on from Rainford having completed an ADT qualification, they will be equipped with a wide range of skills which will put them in a strong position to apply for a related higher level course or move confidently into the employment market.
Students will have the personal development, life-skills and careers guidance to make them employable and allow them to make a significant contribution to British and Global society.
Possible careers and opportunities
Art education propels students towards creative and unexpected destinations – many of which have not even been discovered yet. If you love photography, graphic design, painting, textiles or any other art-related speciality, career options are limited only by your imagination. Design Technology and Hospitality students develop a range of practical skills and technical knowledge that can lead to a variety of career opportunities. To explore exciting career paths in Art, Design Technology and Hospitality use the appropriate link below:
Art and Design Careers
Hospitality Careers
Joinery Careers
Facilities
The Art facilities consist of 3 teaching rooms, a photography studio and a gallery space and is well equipped for general art activities as well as containing specialist facilities for Ceramics, Textiles, Photography and Printing. The department also has a suite of computers, a printing press and 2 kilns.
The Design and Technology facilities consist of 7 subject specialist teaching rooms:
S101/102 Graphics: Full suite of PCs, in-class printing facilities, range of graphics tools and equipment.
S103 Textiles: Full range of sewing machines, heat press, range of textiles tools and equipment.
S105/106 Product Design: Fully equipped modern workshops, freestanding machines, traditional work benches, range of specialist tools and equipment, suite of sewing machines.
S110/111 Food: Full range of cooking facilities, food preparation area, specialist tools and equipment, study area, refrigeration facilities, dishwasher and laundry facilities, class set of laptops.
The department also has a further suite of computers in the open area, a high spec laser cutter, a large format vinyl cutting machine, digital printing/scanning facilities and a materials preparation/storage room.
Support
The Art and Design Technology Faculty is well equipped to offer additional support to students with a range of learning needs through varied teaching approaches and with differentiated resources. The Art and Design Technology Faculty encourage students to attend additional GCSE support workshops during lunchtimes and after school, alongside their timetabled lessons.
Extra-Curricular
Extra Curricular: The Art and Design Technology Faculty run clubs including Art, Photography and Textiles at lunchtimes. Students also have the opportunity to get involved in events and workshops in collaboration with Heart of Glass, a St Helens, Merseyside-based collaborative and social arts agency. The Art and Design Technology Department also facilitate educational trips for the GCSE and 6th Form students.
### Mental Health Awareness Week
We have had another fantastic week here at Rainford encouraging our staff and students to engage with the issues around mental health and spend time together doing activities designed to help them relax, have fun and talk more about their mental health.
We have had so many different events on this week including inspiring assemblies from State of Mind Sport, Tackling the Blues and Barnardo’s all designed to teach are students that it is okay to not be okay and that the best thing to do is speak up! We have given students a range of ways in which they can access support both within school and online.
Lunchtime sessions were held that allowed students to try out a range of therapeutic workshops, everything from baking and stress ball making to painting and board games. Students were encouraged to take the time to relax, try something new and talk about their mental health.
For staff we have been treated to a week of lovely cakes and coffee allowing us to spend time together in the sunshine and build our staff community. The Great Rainford Bake off has been a resounding success with some notable entries from Maths, Computing and Learning Support – the winner is still to be announced! Staff also took part in some fantastic CPD sessions from Woodwork and baking therapy to volleyball and hungry hippos. It was a great opportunity to get together, talk and develop new skills and most of all have some fun!
On Friday lunchtime staff and students were treated to a performance from MD productions – with their secret weapon – staff who had taken part in a dance fit session joined in!! With some encouragement our students jumped in to – it was a fantastic performance and a great time was had by all!!
This week has also been an opportunity to support our local community with staff, students and parents donating an astonishing amount of food for the local food bank making sure that here at Rainford Everyone Matters, including those from our local community who need our help and support.
This event has gone from strength to strength each year and the hard work put in to hold this event has more than paid off with the fun had by all. Not forgetting the importance of raising awareness of mental health issues and how best to get help.
### Equality At Rainford
Rainford High School is guided by a clear set of objectives and values, one of which isequality. We are committed to eliminating unlawful discrimination, harassment andvictimisation; advance equality of opportunity; and foster good relations between differentgroups within the local community. We are determined to do everything we can to makesure that people are treated fairly and that everyone has access to good quality services.
To download our policies regarding equality please click on the links below:-
Equality Policy_Equality and Diversity_SEND_Policy.docxSpecial Educational Needs and Disabilities Information Report_Accessibility Plan Policy_Access Arrangements Policy_
### SEND students take second place in Kurling competition!!
The SEND Department were invited to take part in a competition being held at Lansbury Bridge. All organised by the Sports Development Team.
Our team consisted of 6 students (with two extra whom we swapped in to give us the edge!)
The team have been training in Boccia and New Age Kurling for a few weeks in the lead up to this, with Amie Drewett as their coach. The group took part in the Boccia competition in the morning and unfortunately didn't get a place but were only 4 points short of bronze position.
The afternoon saw 4 teams meet to compete in the Kurling and our group took second place. Thanks to our Player of the Match – and secret weapon Hannah Bates!
A great time was had by all and out team showed excellent sportsmanship throughout!
### Everyone Matters Schools Trust Supplemental Funding Agreement
Please click on the link below to download a copy of the Everyone Matters Schools Trust Supplemental Funding Agreement.
Everyone Matters Schools Trust Supplemental Funding Agreement 290817 (7)
### Everyone Matters Schools Trust Master Funding Agreement
Please click on the link below to download a copy of the Everyone Matters Schools Trust Master Funding Agreement.
Everyone Matters Schools Trust Master Funding Agreement 290817 (7)
### Register of Interests
Please click on the link below to download a copy of the Register of Interests.
THE EVERYONE MATTERS TRUST BOARD - REGISTER OF INTERESTS
### Michael McLachlan
Michael McLachlan MSc(Educational Management), BEd, TCert.
Michael recently retired as the owner and director of Beacon Education Consultants Ltd.
His educational career since 1972 includes working in primary and secondary secondary sectors in five different LEAs as teacher, Head of Mathematics, LEA Mathematics Advisory Teacher, LEA Mathematics, Assessment and School Leadership Advisor and LEA Senior Inspector for Secondary Schools, Adult Education and Youth Services.
At the establishment of OFSTED he qualified as a Registered Inspector and later an Additional Inspector leading and supporting on inspections in primary and secondary schools across the country.
He has been a School Improvement Partner and National Challenge Adviser and involved in Mathematics Education at a national level during the development of the National Curriculum and as a member of the executive of the National Association of Mathematics Advisers and Inspectors. He has published mathematical support materials and developed LEA handbooks on School Self Evaluation and Staff Development.
As an Independent Consultant since 2003 he has provided training to inspectors, governors, headteachers, middle leaders and teachers in primary and secondary schools.
His particular areas of expertise include school inspection and self evaluation, leadership and management, teaching and learning, assessment and interpreting performance data and mathematics education.
Message history
### Martin Howlett
Martin has had 25 years experience in education and 7 years as a Secondary Headteacher working in challenging secondary schools. Since leaving headship, Martin has successfully built up a Leadership Coaching and Mentoring business that operated in the United States. He currently works for the Youth Federation as an Operations Director and Designated Safeguarding Officer and also works for Achievement for All as an Achievement Coach.
Martin has been a National Trainer for Early Support and Parental/Carer Engagement Strategies. Martin has worked internationally with the Parent/Carer Engagement strategy by supporting the New York City Parental Engagement development. Martin supported theDfE in the role out of the 2014 Children and Families Act. As an Achievement Coach, Martin is responsible for coaching ten schools in England and Wales around the SEND progress agenda. As a founding member of two Academy chains, Martin is passionate about education and achievement of young people.
Martin also works to support the skills development in cyber security to fill the skills deficit in the NW. As a result of this work, Martin was appointed as the North West Ambassador for the Information Assurance and Advisory Council in the U.K.
### Changes to 793 Bus Service
Please follow the link below for a change in timings to the 793 Bus Service. This change has been made by Merseytravel and will be in place from Monday 10th June
793Changes to Timings
### Rainford Summer Term News
BBC showcases Rainford High’s dedicated ADHD provision
Rainford High has been chosen by the BBC for a documentary looking at young people with attention deficit hyperactivity disorder (ADHD) and how schools are supporting the condition.
The school’s work with the ADHD Foundation focuses on a coordinated approach around students who have the condition. It involves working with parents, developing teachers, as well as supporting students in ways that makes their school experience positive.
The short documentary, which is available online, responds to questions from parents as to how some secondary schools aren’t supporting children with ADHD enough.
Rainford High is positioned as a school that is trying to take a different and effective approach to support the children and families who live with this condition
It interviews the Principal, Ian Young, who gives a tour of the contemporary school, highlighting the facilities it offers students with ADHD.
The BBC also speaks with Kate Thomas, Special Educational Needs Coordinator at Rainford High, and parents of two students who praise the school for its nurturing approach.
In the documentary, the ADHD Foundation said: “Rainford High has a unique culture that champions neurodiversity and inclusion.”
Ian Young, Principal of Rainford High, said “We are delighted to have been involved with this project. We are continuing to work hard to ensure that every child who attends Rainford High has a great educational experience.
“Inclusivity and diversity sit at the heart of the school ethos of ‘Everyone Matters, Everyone Helps and Everyone Succeeds’. As a community we need to support all the young people in having an education that adds value to them both academically and developmentally. As a whole, schools need to change and adapt to make sure we can achieve this goal for everyone.”
The documentary can be watched on the BBC news website.
Rainford High is an 11-18 school with just over 1600 students who achieve good exam results at both the end of Key Stage 4 and Key Stage 5. The school has a strong ethos of ‘Everyone Matters, Everyone Helps and Everyone Succeeds’ which the staff and pupils continually work to make this the day-to-day focus of the school.
Meet the Rainford High student who is St Helens’ Member of Youth Parliament
Ben Lomas, a year 9 student at Rainford High, was recently elected to be the Member of Youth Parliament (MYP) for St Helens.
This important role calls on Ben to represent young people’s views and concerns from the local area on a national level.
Speaking about the campaign, Ben said: “I first began campaigning for the role from January 2019, and me and Mrs Quinn, senior learning support assistant at Rainford High, devised a campaign strategy for the next two months – the election week was in March.
“Firstly, we constructed my manifesto which set out my policies and plans for my two-year term if I was elected. The policies that were prominent in my manifesto were making transport and leisure cheaper and more accessible for young people across the borough of St Helens and ending the scourge of knife crime which has become a major issue for young people not only in our town but across the nation.
Ben continued: “Having finalised my manifesto and having submitted it to the St Helens Council who monitored the MYP Elections, I then focused on campaigning and ways in which to engage young people in the process of the MYP election. Mrs Quinn and I, who worked tirelessly to support me, decided that the best campaign plan would be to focus on gaining the maximum number of votes from my school, and so with help from our School Council, we visited forms in Year 7, 8, 9, 10 and 11 and we also campaigned in the Rainford Sixth Form College. The encouragement and support I received was truly amazing.”
Ben also visited four local primary schools Billinge Chapel End, Billinge St Aidan’s, Willowtree and Sutton Manor, in order to gain votes from students who were 11 years or older as the rules of the election state that only 11-18-year olds are eligible to vote.
Ben added: “As voting closed, we waited with great anticipation for the result of the vote. I won with over 30% of all votes received!”
Reflecting on the election, Ben said: “I am honoured and privileged to be able to accept the role as MYP for St Helens and I am elated to represent young people from our borough in meetings in St Helens, Wigan, Lancaster, Liverpool, Manchester, Leeds, Ambleside and London.
“I would like to say a massive thank you to everyone that voted for me and I will do everything I can to make your voices heard and represent you well.”
Helen Quinn from Rainford High, who supported Ben during his campaign, said: “Everyone here at the school is so incredibly proud of Ben. He has invested a lot of time, hard work and dedication into this and it is wonderful to see that it has paid off.”
Nazia Nabi, participation and citizenship youth worker at St Helens Youth Council, added: “Ben joined the St Helens Youth Council in January 2018 and from the beginning he has always been enthusiastic and passionate about issues that affect young people in St Helens. I am delighted that he has been voted as St Helens MYP and believe that he will endeavour to deliver on his Manifesto promises.”
The United Kingdom Youth Parliament (UKYP) is a national organisation through which young people campaign to make positive changes for their peers across the country.
St Helens is entitled to have one Member of Youth Parliament (MYP) and one Deputy. In total, 17 young people put themselves forward.
Morgen Lamb from Hope Academy will take on the role as Deputy MYP.
Rainford High’s student council looks to improve school canteen
The proactive student council at Rainford High have been taking matters into their own hands when it comes to the canteen provision at their school.
Andrew Ferguson, executive development chef at School Meals Service, St Helens, visited the school to meet with the council to discuss the current service and listen to students’ ideas on where it could be improved.
Top of the agenda was how healthy options should be displayed more prominently to encourage students to opt for lunches and snacks that are better for them.
The council suggested alternatives such as plain popcorn, raisins, melon and wholemeal toast should be on offer. They also proposed posters detailing the sugar, fat and calorie content for products should be put up around the canteen.
Andrew Ferguson and students also discussed ways in which the school can reduce its food and plastic waste. Members of the council considered teaming up with local farmers to use the food waste for animal feed and other environmentally friendly agricultural needs.
As Education Secretary, Damian Hinds, has urged all schools to stop using single-use plastic items by 2020, Andrew Ferguson told students that this is a priority and at present St Helens Council are considering all viable alternatives to support the government initiative.
The student council suggested other smaller changes, for example, replacing cling film for foil in the canteen would significantly reduce plastic use.
Thomas in Year 10, is part of the student council. He said: “Mr Ferguson’s visit was interesting and constructive as he elaborated upon all standards, giving detailed insight and information concerning the future healthy and sustainability targets set by St Helens Council.
“We look forward to building a productive and rewarding relationship with the School Meals Service and will continue to offer ideas and suggestions to improve the provisions offered to Rainford High students and staff.”
Rainford High is an 11-18 school with just over 1600 students who achieve good exam results at both the end of Key Stage 4 and Key Stage 5. The school has a strong ethos of ‘Everyone Matters, Everyone Helps and Everyone Succeeds’ which the staff and pupils continually work to make this the day-to-day focus of the school.
Egg-ceptional fundraising efforts by Rainford High
The caring students and staff at Rainford High have once again held their annual Easter Challenge in a bid to raise money and collect Easter eggs for local charities.
This year they set themselves an ambitious target of £1000 and aimed to gather 500 Easter eggs.
Staff and students from Year 7 to Sixth Form managed to raise an impressive total of £1,101 and accumulated over 500 eggs.
In addition, Rainford High held a ‘wear your trainers to school’ day which offered students the chance to come in their own trainers in exchange for a monetary donation.
Their hard work will benefit a range of local charities, including Willowbrook Hospice, Zoë’s Place Baby Hospice, The Hope Centre, Teardrops, Chrysalis Centre for Change, as well as St Helens Young Carers, Four Seasons Health Care, Rainford Victoria Care Home and Orchard Care Homes.
Ian Young, principal at Rainford High, said: “Our Easter Challenge has become a popular tradition within the school. It is wonderful to see everyone’s determination to make a difference and help vital causes in the area.”
### Year 10
Thanks to all students and parents who attended the Year 10 Success Evening on Thursday 23rd, it proved to be a successful event and we really appreciate all feedback provided. For those of you who couldn't attend, please see attached the following documents:
'Making Good Progress Booklet with extensive advice for parents to support their child during their GCSEs
A3 Revision Overview - an overview of some key tips in the lead up to the mock exams
Mock Timetable
Please be aware that students who didn't attend the evening have been handed hard copies of the above, along with their personal data. Should you have any questions regarding the information that is given to you, please don't hesitate to get in touch. We look forward to welcoming you to the next event in Year 11.
Following feedback from students and parents at the Year 10 Revision Evening, please find below an overview from each department detailing each subject's mock exam requirements and guidance.
Hayleigh Turner
KS4 Achievement Coordinator
Rainford High Technology College
Art - Fine and 3D
Art - Photography
Catering
Computer Science
Drama
English
Food and nutrition
French
Geography
Graphics
History
Maths
Music
PE
RM
RS
Science
Sociology
Spanish
Textiles
### Rainford Celebrates Neurodiversity!
The Neurodiversity paradigm is part of a movement that is growing across the world to increase understanding of those individuals who live with ADHD, Autism, Dyslexia, Dyscalculia, Dysgraphia and Dyspraxia.
In June 2019, working along side the ADHD Foundation we will celebrate with the Umbrella Project. The ADHD Foundation will have four public art installations that will see hundreds of brightly coloured umbrellas suspended above the streets and public spaces. Building on the success of installations in Liverpool and MediaCity, Salford, in 2019 the umbrellas will also be in Dublin and Manchester. All the umbrellas are signed and decorated by neurodiverse children stating their gifts, talents and abilities – their ‘super power’. The project makes visible what we often do not see because it doesn’t fit with the narrow stereotypes and disabling perceptions of those with cognitive differences
To support this, our neurodiverse students here at Rainford High have created their own colourful display showing how their neurodiversity is a superpower!!
To find out more about this amazing project please follow the link below to a YouTube video:-
https://www.youtube.com/watch?feature=youtu.be&v=6NJDyC1kSic&app=desktop
### Frank Gill
I have been a governor and latterly a trustee at Rainford High Academy since 2013 and was Chair of Governors from 2013 to 2017. I am a member of the Curriculum Standards Committee and the Safeguarding, Inclusion and Student Support Committee. I have a specific responsibility for monitoring the Sixth Form College.
I retired in 2011 after spending the majority of my working life in the Further Education sector. On retirement I was Principal of Knowsley Community College where I had worked for 21 years. As Principal I was accountable for a budget of up to £30million and for a staff of 600. I have considerable experience of many aspects of management within an educational environment which I feel are relevant to my role as Trustee, including
Strategic Planning, Management of Curriculum Change, Staff Recruitment and Welfare, Negotiating with Unions, Building Community Relationships, Budgetary Constraints and Best Value, Student Support Services
Alongside my role as Principal I also served for four years to 2011 as a Non-executive Director with Knowsley Primary Care Trust. I have also carried out staff development at a large number of colleges throughout England and have spoken on several occasions at national conferences, on the themes of value added systems and best practice in school, college and local authority partnerships in 14-19 education, which are areas for which Knowsley Community College had a national reputation.
I have also taken part in a number of committees and project groups within and outside of education including
Knowsley NEET Strategy Group (Chair), Knowsley 14-19 Strategy Group (Member), Knowsley Chamber of Commerce (Board Director), Association of Colleges Adult Education National Strategy Group (Member), Whiston Hospital Organ Donation and Transplant Committee (Chair)
Qualifications
BA Hons French (University of Liverpool)
Post Grad Cert Ed (University of Manchester)
Principals Qualifying Programme (LSIS)
### Year 8 Boys Rugby League Crowned North West Schools Champions 2019!
The Year 8 Boys Rugby League team followed up their recent achievement of reaching the Champion Schools National Semi-Final (to be played in May) by being crowned North West Schools Champions following 30-6 victory over St Mary's, Leigh in the North West Schools Final, played at Wigan's Robin Park Sports Arena.
In treacherous weather conditions the boys displayed a great deal of desire, determination and resilience in order to earn their victory over their hard working opponents. Despite the awful conditions the boys attempted to play their usual brand of attacking rugby combined with committed defence which earned them plenty of plaudits from a wet but very appreciative crowd.
The RFL's Man of the Match award was awarded to Jacob Gordon-Smith in recognition of his four try haul. Well done Jacob! However, their efforts continue to be true team efforts and now they look towards the upcoming National Semi-Final and up-coming St Helens Cup Quarter-Final to see if they can further their on-going success.
A huge well done to all involved!
G. Makin
Head of PE
### Easter Challenge
We are once again holding our annual Easter challenge in hopes of raising £1000 and 500 Easter eggs in support of local charities and community groups. We have held this challenge for the past few years and have been overwhelmed each year at the support shown by our students, parents and staff.
On the 5th of April students will be asked to pay £1 to wear their trainers and donate an Easter egg. It's a great way to show our support of our local community.
### Year 9 Netball Team Crowned Merseyside County Netball Champions!!
Many Congratulations to the Year 9 Netball team who have been crowned Merseyside County Netball Champions!!!
Having already been victorious this year at the St Helens Netball Tournament and St Helens Central Venue competition, the team were then successful at the Liverpool County Preliminary round in early February to qualify for the County finals. On Saturday 2nd March, the team traveled to Wirral Girls Grammar School to compete in the Finals.
Throughout the tournament the team remained unbeaten playing against teams from St Mary's, West Kirby, Greenbank, Birkenhead and Wirral Grammar School for Girls. (won 4 drew 1). Subsequently, they finished in first place and awarded the title County Champions!
The team played superbly throughout the tournament, maintaining an impressive standard of netball against some extremely competitive and talented teams. Formidable shooting and resolute defending by the Rainford players combined with the attacking flair of the mid court proved too strong for the opposing teams. In their penultimate game, a fiercely fought battle between Rainford and the previous longstanding holders of the County title resulted in Rainford winning by 2 goals. At this point, the girls began to believe that this could be their day and went on to win their final game.
In addition to jubilantly lifting the trophy, the players received compliments from opposing teams and umpires regarding not only their style of play but their demonstration of FairPlay and Sportsmanship.
The team have been committed to training and playing in matches since Year 7 and have worked hard to improve. It has been a pleasure to work with them on a weekly basis and help them develop as individual netball players and as an effective team.
Thank you to Miss Daniels for assisting with the tournament arrangements, accompanying the girls to the preliminary round and for supporting the team at the final on Saturday. Furthermore, thank you to the parents who assisted with transport and cheered the girls onto victory!
The team have truly done themselves, the PE Department and Rainford High proud.
A fantastic and unforgettable team achievement, well done!!
Mrs Kerr
PE Dept.
### School Council meet with Executive Development Chef of School Meals
On Friday, 1st February Mr Andrew Ferguson, Executive Development Chef of the School Meals Service St. Helens, attended a meeting with the Student Council to discuss issues and queries raised concerning the canteen provisions at Rainford High. These included:
Healthy Eating.
St Helens School Meals service adhere to government guidelines regarding sugars, salts and fats in products. Mr Ferguson outlined the ongoing research and developments using substitute ingredients to achieve tasty, healthy options. As a qualified chef, Mr Ferguson told us he is continually experimenting and developing appealing new menu ideas for schools.
The Council was told that meat products sold in the canteen contain a minimum of 65% meat.
The council felt that the display of healthy options e.g. salad, fruit etc. should be displayed more prominently to encourage students to choose healthy options. Suggestions were made to the snack menu e.g. plain popcorn, dried raisins, melon, brown bread toast.
Students suggested that posters could be displayed detailing the sugar/fat/ calorie content of food.
Students were told that prices are regulated and monitored by the school. Mr Young had previously informed the Council that all profits are invested into Rainford High for the benefit of the school community. The Council generally felt they received good value for money.
The Council told Mr Ferguson that the overall quality and choice offered was good but service was extremely poor due to the limits of the school building. Mr Ferguson confirmed that plans have been submitted to St Helens Council to extend and improve the present facilities.
Waste
Mr Ferguson told the students that the waste food at present is sent to land fill. Our members suggested as we are situated in a rural area that local farmers could be encouraged to use the waste for animal feed and other environmentally friendly agricultural needs.
Education Secretary Damian Hinds has urged all schools to stop using single-use plastic items and consider environmentally-friendly alternatives by 2020. Mr. Ferguson told the students that this is a priority and at present St Helens Council are considering all viable alternatives to support the government initiative.
The Council suggested small changes e.g. replacing cling film for foil in the canteen would significantly reduce plastic use and more water fountains around school to fill water bottles.
Everyone agreed that Mr. Ferguson’s visit was interesting and constructive as he elaborated upon all standards, giving detailed insight and information concerning the future healthy and sustainability targets set by St Helens Council.
The Student Council look forward to building a productive and rewarding relationship with the School Meals Service and will continue to offer ideas and suggestions to improve the provisions offered to Rainford High students and staff.
### Rainford High Awarded the Artsmark Gold Award
Rainford High has just been awarded the Artsmark Gold Award. This prestigious award from the Arts Council of Great Britain recognises the depth and variety of work in the arts both inside and outside the classroom. It is the culmination of two year’s hard work by both visual and performing arts staff and our students, and reflects the developing partnerships with arts professionals that have enriched the artistic and cultural life of our school community.
‘The panel recognises the commitment and innovation you have shown in developing a wide range of artistic and cultural opportunities for pupils at Rainford High School’
‘Your partnership working with local professionals, including the music hub has enabled pupils and staff to expand their artistic horizons. You have also effectively raised the profile of cultural agendas at a local level and this work is to be commended'.
### Year 10 Parents Evening 19th March 4.30- 7.00
Year 10 Parents Evening will be taking place on Thursday the 19th March from 4.30 to 7.00pm.
You child should be making appointments with their teacher now. We look forward to seeing you on the 19th.
### 8. Labour Market Information
What is LMI?LMI effectively describes the world of work – ranging from descriptions of different careers, their entryroutes, promotional prospects, salaries paid, skills and qualifications needed, etc. Crucially for youngpeople, LMI also covers future demand – what kinds of jobs will be in demand after leaving school and what kinds of skills will be needed?
Why is LMI Important to young people?‘It is vital, in an environment where new industries are emerging and many of the most important jobs of the future don’t yet exist, that individuals have access to high-quality labour market information and earnings data to underpin their choices’. Anne Milton MP
Where can I find it?The information and websites below would be a great starting point for our young people to access LMI. The labour market information below was posted on 10th January 2025 and was taken directly from LRC Be More:
Please click on the links below to find out more information on the changes to the Labour Market that could affect students’ future decisions around careers:
LCR Be More - LMI
Careerometer – LMI For All
Automated, creative and dispersed - Economist Impact
The Apprenticeship Guide listing all apprenticeships available
Find an apprenticeship - GOV.UK (www.gov.uk)
### 7. Destinations
When our students finish their studies with us, they go on to a range of exciting and fulfilling careers. We are often proud to welcome back our alumni students as guest speakers and celebrate their success and achievements.
Please see our Y11 destinations data below for the last three years:
Destinations Data 2023
Destinations Data 2022
Destinations Data 2021
We are also extremely proud of our Y13 students who have finished their studies with us and have started their career/university journeys. In 2023, 18% of our cohort went on to attend Russell Group Universities and in 2022, 13% of our cohort attended Russell Group Universities.
### 6. Career Connect
Career Connect are a charity that works to drive social mobility and raise aspirations. They empower people of all ages with the confidence, skills and knowledge to move forward in education, training and employment.
Career Connect empower students to create better futures by increasing access to employment, training and education. They train careers information, advice and guidance professionals, and undertake research to influence impactful change.
Career Connect pride themselves on their values below:
Inclusive: we believe diversity is a strength and each person should be supported to achieve the best possible outcomes, irrespective of their background.
Person-centred: we care about students as individuals, we advise and advocate on their behalf so that they can achieve their goals.
Aspirational: we are committed to raising aspirations and achieving a greater level of social mobility.
Impartial: we work independently as a charity, to broaden horizons and help people to find an opportunity that’s right for them.
Professional: we are passionate about our work; we are highly skilled and knowledgeable, working with integrity to achieve results.
"As the Career Connect Advisor in the school it is my job to help identify options for suitable career, build CVs, help students prepare for interviews, advise on college/university/apprenticeship applications and where to look for jobs". Elaine Meredith
In order to make an appointment with Elaine, students can request an appointment through their Learning Leader or use the drop in service every Wednesday lunchtime in C102.
If any parents would like to speak to the Career Connect Advisor regarding their child's education, please contact the school directly or email Elaine.meredith@careerconnect.org.uk.
Your Career Connect Advisor in school currently is Elaine Meredith.
Additional access to Career Connect or further information, advice and guidance can be found through accessing Career Connect website.
### 5. Parents and Carers
As parents and carers, you play a vital part in ensuring your child gains the best information, advice and guidance to prepare them for life once they leave Rainford High or Rainford Sixth Form. Hopefully this website will offer you further information that may help you to support them.
For all students Y7-13, we use a careers platform called Unifrog to help them research and document their CEIAG progress. As parents, there are many tools on here that you may wish to use with your child to help them make decisions and promote some discussion at home. We can particularly recommend you start with exploring pathways with your child. This can be completed using 'Careers Library’ and 'Subjects Library’.
The ‘shortlist’ tools are also very helpful when supporting your child in find the right college, university or apprenticeship. These options are all updated regularly, and the apprenticeship shortlisting tool is updated every 24 hours with apprenticeships from across the country.
To log on with your own parental log in – please click the link below to view the letter containing instructions on how to access the platform.
If you have any questions, please feel free to contact Mrs Laura Cross - Director of Attendance and CEIAG.
Parent Launch Letter Unifrog July 2024
Other useful websites and resources can be found below:
Springpod
T Level search
Apprenticeships
University Courses
Labour Market Information for all
As well as Parents' Evenings throughout the school year, there are CEIAG specific events that parents and carers should be aware of. We will of course notify you of the specific times and dates of these events if they are relevant to your child:
Y11 Everyone Succeeds Parent Information Evening - October 2024
Following the Y11 students ‘drop down’ careers day, this event provides parents with important information about Post 16 and Post 18 choices, as well as changing Labour Market Information (LMI).
Sixth Form Open Evening - 17th October 2024
This event enables students and parents to hear from the Sixth Form team and subject areas of Post 16 options at Rainford Sixth Form.
KS4 Curriculum Evening - 23rd January 2025
Parents and students hear from the Principal and subject areas in order to make correct decisions about GCSE options.
Y12 Progression and Revision Evening –15th May 2025
Parents are provided with information about the UCAS process and how to best support students through it. They will also hear from an guest speaker on student finance and the application procedure. An update will also be provided on how students research and apply for competitive apprenticeships.
### 4. Students
Year 7
As a Year 7 student, you will be involved with a range of Careers Education, Information, and Guidance (CEIAG) over the duration of your school year. You will have regular Form time CEIAG activities to take part in and you will also have your very own ‘Everyone Succeeds’ day.
Y7 ‘Everyone Succeeds’ day is a whole day (off timetable) where you are involved in developing your understanding of the world of work through exciting ‘Dragon’s Den’ style activities. During the day, you will learn to develop an understanding of your own skills, as well as the world of business.
You will also have full access to all our CEIAG Resources:
Assemblies from aspirational speakers, Career Connect and other external providers.
Aspirations week – marketplace event where you can collect information from a wide range of employers, colleges, universities and apprenticeship providers
Aspirations Day/ Evening – a marketplace event where students and parents can collect information from a wide range of employers, colleges, universities and apprenticeship providers and speak with Career Connect Advisors.
Careers Connect –Drop-ins (lunchtime every Tuesday).
Unifrog, Careers Connect portal and other on-line websites.
Advice from teachers – subject and key stage career notice boards
Year 8
As a Year 8 student, you will be involved with a range of Careers Education, Information, and Guidance (CEIAG) over the duration of your school year. You will have regular Form time CEIAG activities to take part in and you will also have your very own ‘Everyone Succeeds’ day.
Y8 ‘Everyone Succeeds’ day is focused around 'Meeting the Professionals' where you will be involved in hearing from a variety of real working professionals about their career journeys and experiences. With a high number of job sectors covered, you will be able to ask questions and engage in meaningful conversations with professionals in fields that interest you, as well as industries that you didn't realise exist.
You will also have full access to all our CEIAG Resources:
Assemblies from aspirational speakers, Career Connect and other external providers.
Aspirations week – marketplace event where you can collect information from a wide range of employers, colleges, universities and apprenticeship providers
Aspirations Day/ Evening – a marketplace event where students and parents can collect information from a wide range of employers, colleges, universities and apprenticeship providers and speak with Career Connect Advisors.
Careers Connect –Drop-ins (lunchtime every Tuesday).
Unifrog, Careers Connect Portal and other on-line websites.
Advice from teachers – subject and Key Stage career notice boards
Year 9
As a Year 9 student, you will be involved with a range of Careers Education, Information, and Guidance (CEIAG) over the duration of your school year. You will have regular Form time CEIAG activities to take part in and you will also have your very own Everyone Succeeds day.
Y9 Everyone Succeeds day is a whole day (off timetable) where you are involved in developing your understanding of future career and education pathways. The day will be spent visiting a local university to find out more about Higher Education. The other half day will be spent learning about apprenticeships and career pathways and how GCSE option choices can impact these decisions.
You will also have full access to all our CEIAG Resources:
Assemblies from aspirational speakers, Career Connect and other external providers.
Careers Connect – individual or group Careers Guidance appointments (by request).
Unifrog, Careers Connect Portal and other on-line websites.
Advice from teachers – subject and key stage career notice boards
Aspirations week – marketplace event where you can collect information from a wide range of employers, colleges, universities and apprenticeship providers
Aspirations Day/ Evening – a marketplace event where students and parents can collect information from a wide range of employers, colleges, universities and apprenticeship providers and speak with Career Connect Advisor
Year 10
As a Year 10 student, you will be involved with a range of Careers Education, Information, and Guidance (CEIAG) over the duration of your school year. You will have regular Form time CEIAG activities to take part in and you will also have your very own Everyone Succeeds day.
Y10 Everyone Succeeds day is a part day (off timetable) where you are involved in developing your understanding of the world of work. During the day, you will take part in the national ‘Skills and Enterprise Week’ competition (delivered through Unifrog) where you will develop your own employability skills whilst gaining an insight into the world of the entrepreneur. You will also take part in a Virtual Work Experience through a platform called 'Spingpod' who are a reputable company that aims to enable every young person to experience a university course or career before they apply. Their work experience programmes showcase the day-to-day life across various careers, enabling students to explore workplaces and complete real workplace-related activities. Each experience varies but they can involve feedback and opportunities to interact with employers in a safeguarded environment.
You will also have full access to all our CEIAG Resources:
Assemblies from aspirational speakers, Career Connect and other external providers.
Careers Connect – individual or group Careers Guidance appointments
Unifrog, Careers Connect Portal and other on-line websites.
Advice from teachers – subject and key stage career notice boards.
Aspirations week – marketplace event where you can collect information from a wide range of employers, colleges, universities and apprenticeship providers - hosted via school website.
Aspirations Day/ Evening – a marketplace event where students and parents can collect information from a wide range of employers, colleges, universities and apprenticeship providers and speak with Career Connect Advisors.
Year 11
As a Year 11 student, you will be involved with a range of Careers Education, Information, and Guidance (CEIAG) over the duration of your school year. You will have regular Form time CEIAG activities to take part in and you will also have your very own Everyone Succeeds day.
Y11 Everyone Succeeds day is a whole day (off timetable) where you are involved in developing your understanding of ‘next steps’. During the day, you will visit ‘The National Apprenticeship Show” and participate in sessions designed to provide you with an insight into choosing and applying for Post 16 choices, as well as options available Post 18.
You will also have full access to all our CEIAG Resources:
Assemblies from aspirational speakers, Career Connect and other external providers.
Careers Connect: individual or group Careers Guidance appointments.
Unifrog, Careers Connect Portal and other on-line websites.
Advice from teachers – subject and Key Stage career notice boards.
Aspirations week – marketplace event where you can collect information from a wide range of employers, colleges, universities and apprenticeship providers - hosted via school website.
Aspirations Day/ Evening – a marketplace event where students and parents can collect information from a wide range of employers, colleges, universities and apprenticeship providers and speak with Career Connect Advisors.
Year 12/13
As a sixth form student, your Post 18 and career choices become even more important as your start Year 12. As such, you will receive a wide range of useful information during Form time, assemblies and Tutorials. Topics covered by internal and guest speakers include:
University choices and application processes
Higher and Degree level apprenticeships and application processes
Gap year and student travel
Student finance and budgeting
Charity work and fundraising
You will also take part in a two-week work experience placement at the end of Year 12, to develop your understanding of the world of work and support your future choices.
‘Employability Days’ are also a key part of CEIAG throughout Year 12. Here, you will experience small group sessions with lots of different employers and employees in your field(s) of interest. You will also get the chance to visit a university, hear from apprenticeship providers and receive excellent support and guidance on your next steps.
Students will have access to a UCAS coordinator to support them through their Post 18 decisions or apprenticeship or UCAS applications and interviews.
The ‘Honours Programme’ is also in place to support our highest achievers with their Post-18 decisions around High Ranking and Oxbridge university choices. This programme includes half termly workshops focusing on researching choices, career pathways, scholarships and summer schools. Students also visit an additional High Ranking universities and have the opportunity to take part in the Oxbridge national conference, and attend a residential to both universities in the summer of Year 12. Links have also been made with representatives from universities to provide external workshops at key points of the year around applications and interviews, as well as bespoke support in collaboration with another local Sixth Form college to ensure students have a realistic interview preparation experience.
You will also have full access to all our CEIAG Resources:
Careers Connect –Drop-ins (lunchtime every Tuesday) and individual or group appointments.
Assemblies aspirational speakers, Career Connect and other external providers
Employer engagement opportunities
Unifrog, Careers Connect Portal and other on-line websites.
Advice from teachers – subject and career notice boards.
Careers Resources (in the study area) – Prospectuses and careers publications.
Virtual Aspirations Week – marketplace event where you can collect information from a wide range of employers, colleges, universities and apprenticeship providers - hosted via school website.
Aspirations Day/ Evening – a marketplace event where students and parents can collect information from a wide range of employers, colleges, universities and apprenticeship providers and speak with Career Connect Advisor
### 3. Employers and FE/HE Education Providers
Calling all employers, colleges, universities and apprenticeship providers…
You may be interested in getting involved in providing our students with some information, advice and guidance relating to your industry, business, college or university. We are always seeking out people from the world of work and FE/HE education to come and offer a different perspective to our students, and we would be very interested in getting you involved.
There are a number of ways you might want to do this. We run several ‘drop down’ days throughout the academic year (Y7-12) and focus students’ attention on CEIAG, which would be an ideal opportunity for you to come offer some advice. Alternatively, you would be welcome to come and speak during an assembly, work with a small group or attend our Aspirations Day / Evening.
Our Careers Fair / Aspirations Evening is scheduled for 21st November 2024. We will have links and video's from a range of Education and Apprenticeship providers as well as employers.
If you would like to get involved in some way, please contact Director of Attendance and CEIAG
Mrs Laura Cross (l.cross@rainford.org.uk)
Provider Access Policy 2024
### 2. Gatsby Benchmarks
The Gatsby Benchmarks are a framework of 8 guidelines about what makes the best careers provision in schools and colleges. The school’s Careers Strategy is founded on these. As well providing a framework for a holistic careers programme across Years 7-13, these guidelines are also embedded within curriculum and extra-curricular activities.
Research tells us that careers education is fundamental to school improvement - pupils are motivated when they know what they want to achieve in their lives and how to go about it.
The publication of Careers Guidance and Access for Education & Training Providers in January 2018 clearly states:
“A successful careers guidance programme will also be reflected in higher numbers of pupils progressing to positive destinations such as apprenticeships, technical routes, sixth form colleges, FE colleges, university or employment.” Page 5
The 8 Gatsby Benchmarks are:
Benchmark
Description
1. A stable careers programme
Every school and college should have an embedded programme of career education and guidance that is known and understood by pupils, parents, teachers and employers.
2. Learning from labour market information
Every pupil, and their parents, should have access to good-quality information about future study options and labour market opportunities. They will need the support of an informed adviser to make best use of available information.
3. Addressing the needs of each pupil
Pupils have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each pupil. A school’s careers programme should embed equality and diversity considerations throughout.
4. Linking curriculum learning to careers
All teachers should link curriculum learning with careers. For example, STEM subject teachers should highlight the relevance of STEM subjects for a wide range of future career paths.
5. Encounters with employers and employees
Every pupil should have multiple opportunities to learn from employers about work, employment and the skills that are valued in the workplace. This can be through a range of enrichment activities including visiting speakers, mentoring and enterprise schemes.
6. Experiences of workplaces
Every pupil should have first-hand experiences* of the workplace through work visits, work shadowing and/or work experience to help their exploration of career opportunities, and expand their networks.
7. Encounters with further and higher education
All pupils should understand the full range of learning opportunities that are available to them. This includes both academic and vocational routes and learning in schools, colleges, universities and in the workplace.
8. Personal guidance
Every pupil should have opportunities for guidance interviews with a careers adviser, who could be internal (a member of school staff) or external, provided they are trained to an appropriate level. These should be available whenever significant study or career choices are being made. They should be expected for all pupils but should be timed to meet their individual needs.
### 1. CEIAG Policy and Career Pathway
CEIAG at Rainford High
Careers Education, Information, Advice and Guidance programmes make a major contribution to preparing young people for the opportunities, responsibilities and experiences of life. A planned programme of activities supports them in choosing 14 – 19 pathways that suit their interests and skills and inspire them to consider a range of career pathways to help ensure sustained employability throughout their working lives. Careers Education Information, Advice and Guidance is central to the ‘Everyone Succeeds’ component of the whole school ethos (Everyone Matters, Everyone Helps, Everyone Succeeds) and sixth form motto of ‘Everyone Succeeds’, in which we support all students to achieve their life goals.
“Every student should have at least one such interview by the age of 16, and the opportunity for a further interview by the age of 18, by the end of their study programme.” – (Statutory Guidance September 2022 – Gatsby 8 Requirement).
CEIAG Policy
CEIAG Policy 2024
### Careers Education Information Advice and Guidance
### Car Park Closed
Once again for health and safety reasons the front car park will be closed this afternoon at school pick up time. Please do not attempt to enter the car park. Parents of disabled pupils please use the main school drive and the SEND team will meet you there.
### Teacher of English MPS/UPS
Required form September 2019
We are looking for a great English teacher, who wants to become part of a strong English team, and support them on the next phase of their journey. Our school ethos is Everyone Matters, Everyone Helps and Everyone Succeeds and we want teachers who want to belong to our caring and hard working school, which appreciates teachers and staff and has the highest of expectations for all students.
If you want to innovate, lead, support and develop the teaching and learning of English to the highest standards in a focused and developing team Rainford High could be for you.
The interview and selection process will be challenging. We are seeking staff who do not just deliver in the classroom, but can inspire children to make great progress and achieve fantastic outcomes. We are also looking for a teacher who will challenge themselves and others with evidenced based practice and the belief they can make a difference to what great English teaching should look like.
The Academy Trust is working hard to make a difference to staff workloads by investing time, technology and support to make Rainford High a great place to work. For the right candidate there will be additional opportunities based on potential, ability and capacity to make a difference across the team and the school. If you believe you are good enough and can meet the standards, maybe Rainford High is the school for you. We look forward to receiving your application.
The school is committed to safeguarding and promoting the welfare of children. To ensure that this is achieved we expect all employees and volunteers to share this commitment and staff will be recruited and selected in line with safer recruitment policy and practice. The successful applicant will undertake an enhance DBS check.
Completed application form and supporting letter should be returned to the Director of Business and Finance, Miss Alex Marsh; A.Marsh@rainford.org.uk by 1pm on Tuesday, 21st May 2019.
Interviews will take place on either Thursday, 23rd or Friday, 24th May 2019.
Application Form
Person Specification
Teaching Standards
### School open as normal
The school is open however, due to the localised nature of the weather, we appreciate individual challenges and decisions will need to be made. We know there are delays to buses in Billinge and Skelmersdale buses have been affected which may influence your decision about whether to travel.
We know an accident on Blind Foot Lane is causing issues and increasing journey times.
Please travel safely. Further information will follow when received.
### Year 9 Options Evening Thursday 30th January
Year 9 Options Evening will be held on Thursday the 30th January from 6 - 8pm. It a fantastic chance for you and your child to come and speak to staff about the range of subjects we have on offer.
Subject staff will be available to answer any questions you may have in helping your child to choose the subjects that are best for them.
Presentations about the options process will be held in the auditorium at:-
6.15pm
6.45pm
7.15pm
For the options booklet please download the .pdf from the link below:
Option booklet 2020-21
### Rainford High holds year 11 GCSE revision evening
Students at Rainford High benefitted from a year 11 group revision evening at the school recently, in a bid to prepare for them GCSE success next year.
Staff invited students, along with their parents, after school hours where they could learn in detail about the importance of the qualifications and answer any questions or alleviate any concerns that they may have.
The evening began with a presentation from principal Ian Young and key stage four staff, highlighting certain areas of GCSE revision, exams and results.
Following the talks, students and parents were then encouraged to visit over 10 different stalls which contained information dedicated to a specific aspect of GCSE success.
From revision strategies and careers, to the importance of sleep, food and nutrition, each stall offered advice to students to ensure they try their very best next year, together with the right support from their parents.
Hayleigh Turner, KS4 Achievement Coordinator at Rainford High, organised the event. She said: “Here at Rainford High, we feel it is so important that our year 11 cohort are given a glimpse into what to expect when it comes to their GCSEs.
“We often find that students either stress too much or some don’t quite grasp the significance of them, but however they feel, we believe it is our duty to prepare them so they know what lies ahead, and by inviting their parents along, they too can gain an understanding as a lot has changed over recent years.”
Principal Ian Young added: “Since the new grading system came into play, we have found parents and students alike are still a little confused by it. The evening allowed us to talk about this in detail as well as other important issues such as mental health and wellbeing.
“We hope students are now feeling more positive towards their GCSEs.”
One parent commented: “It was fantastic to be reminded about how I can support my child, there were so many fantastic resources and people happy to help. Thank you.”
Rainford High is an 11-18 school with just over 1600 students who achieve good exam results at both the end of Key Stage 4 and Key Stage 5. The school has a strong ethos of ‘Everyone Matters, Everyone Helps and Everyone Succeeds’ which the staff and pupils continually work to make this the day-to-day focus of the school.
### Rainford Sixth Form students in ‘pole position’ after visit to McLaren
Eight students from Rainford Sixth Form are feeling inspired after a recent visit to McLaren Group’s headquarters in Woking.
Year 12 students from the sixth form’s dedicated magazine ‘Informed’ and the publication’s organiser, Harrison F Carter, founder of Creativity in Mind, visited the impressive site to interview the operations director and learn more about careers in the automotive industry, in order to promote STEM opportunities to the magazine’s young readers.
The team were given VIP treatment as they looked around the state-of-the-art facility which took them behind the scenes of cutting edge car manufacturing and technology.
Following a tour of McLaren’s F1 legacy, the students were given privileged access to the production centre and the wind tunnel facility where the engineering of these powerful vehicles is fine-tuned and developed.
Students were also able to experience the staff gym which houses an Olympic sized swimming pool and F1 trainers at their disposal. The on-site Michelin star staff restaurant even provided a wonderful selection of food for them to enjoy.
Finally, the budding journalists had the chance to pose their burning questions to Alan Foster, the operations director at McLaren, who originally hails from Liverpool. They found out about his route into this career and offered a wealth of advice for students keen to enter this industry.
Concluding the memorable day, students and staff even had the opportunity to sit in the latest McLaren 720S and were given parting gifts to remember the day.
One student, Jess Loftus, described the trip as "Outstanding and almost surreal!"
Catherine Benbow, Director of Sixth Form, said: "We are so grateful to Harrison F Carter at Creativity in Mind and Alan Foster at McLaren for making this happen. We appreciate that not many young people get to experience such an insight into this industry; we hope that it inspires the readers of ‘Informed’ as much as it inspired all of us who saw it first-hand. What a remarkable experience!"
Rainford Sixth Form is part of Rainford High. The modern and purpose built sixth form provides for approximately 300 students and is large enough to facilitate a broad range of subjects and experiences, yet still ensure all students are known as individuals and are personally supported.
### Year 10 Parents' Evening - Thursday 10th March 2022
Dear Parent/ Carer,
I would like to invite you to attend our Virtual Parents' Evening on Thursday 10th March 2022. This is an important evening and provides you with an opportunity to discuss your child's academic progress with their subject teachers.
On this page you will find:-
A link to make an appointment
A parent/carer guide to support with booking appointments
A video tutorial on how to attend appointments over video call
Parent letter and FAQ's
Troubleshooting Issues
Y10 Parents' Evening Letter 2022
Booking Appointments Guide
Troubleshooting Issues
Video: Parents - How to attend appointments over video call
SchoolCloud - Rainford High - link to make appointments
Mrs Laura Cross
Director of Stakeholder Academic Engagement
### Apprenticeship Event
Dear parent / carer,
I am delighted to be able to offer you the opportunity to come and hear from a guest speaker about the world of Post 16 and Post 18 apprenticeships that will be available for your son/daughter when they choose to move on from Rainford High.
Jan Agger from ASK (Apprenticeship Support and Knowledge for schools and colleges) is an extremely knowledgeable and informative speaker in the world of apprenticeships, and with so many exciting prospects in this field, we felt you may benefit from some advice to best support your child’s decision at home.
Apprenticeships are on the increase and becoming more attractive and competitive to our students, especially due to the financial implications of going to university. Understanding the difference between apprenticeships and how to apply can be a tricky road to navigate, so we hope this session will help. Students will have received their own version from ASK by this date as well.
The session will run from 6.00-6.45pm on Wednesday 16th January.
You can also download an ‘Apprenticeships Parents Pack’ (compiled by the National Apprenticeship Service) from the ‘Student and Parent’ tab on the Rainford Sixth Form website (www.rainfordsixthform.org.uk).
Following the letter that you should have received in December about the ‘parent log in’ for Unifrog, do be reminded that you can access apprenticeship information here too. The Unifrog platform updates Post 16 and Post 18 apprenticeships from all areas of the UK every 24 hours, so is an ideal place to start looking.
We do hope to see you at this event. Please ask your child to return the slip below to their Key Stage office by Friday 11th January if you would like to attend. Students do not need to accompany you.
Kind regards,
Catherine Benbow
Director of Sixth Form
(with responsibility for whole school IAG)
### Christmas Jumper Day
This Thursday will be a Christmas Jumper Day!
Uniform is to be worn underneath and a £1 donation to support local charities please.
### Silent Auction
We are holding a silent auction for a prize that has been donated to us by Saints RFC. The money raised from this auction will be added to the money raised at the Christmas fayre and donated to the charities we support.
The auction is for 4 places at Saints VIP’s Lounge for …..
St Helens RFC B or C Fixture
Super League 2019
(valued at over £200!)
This includes premium padded seat on half way line, three course meal, pre and post-match interviews with past and present Saints players, post-match interview with Saints Man of the Match, lounge host & prize quiz
Auction ends 20.12.18, winners to be contacted on the day
To enter please e mail your bid and contact details to Christmasfayre@rainford.org.uk or pop into school and leave your bid details in the box at reception
### Thank You and Keep Donating!
Christmas has arrived at Rainford and preparations for our festive Christmas fayre have begun. Thank you to year 7 who have brought in over 300 donations in one day to go to St Helens foodbank. Your generosity will help to support those in need in our local community.
Year 8 & 9 toy contributions are also surrounding Mr Young’s Christmas tree, there will be donated to Ormskirk Hospital Toy Appeal and the Wish FM toy appeal.
Please keep the donations coming Rainford, its all for a good cause.
### Year 11 ‘Be Brilliant’ day, letter for parents
22nd November 2018
Dear Parent / Carer
RE: Year 11 ‘Be Brilliant’ day
Now that your child is in Year 11, they have some important decisions to make about their Post 16 options and pathways into their future careers. This can be quite a daunting and confusing process, but we are hoping to make it a little easier.
On Tuesday 4th December, the whole of Year 11 will take part in a ‘Be Brilliant’ day to help support them in developing their future aspirations. Their usual timetable will be collapsed, and they will take part in a number of activities to help better inform them. These activities consist of several workshops focusing on pertinent topics such as apprenticeships, university options, application writing and potential pathways into careers. Your child will also get to speak to our current Sixth Form students about their A level and Post 18 progression choices in a student-led session.
Following on from this event, there will be a Parent Information Evening on the same day, from 6-6.30pm, in the school auditorium. Here you will receive pertinent information and guidance which will be useful to you as you guide your son/daughter’s decisions at home. Please note: this session will be an exact repeat of the Aspirations Evening presentation which took place on 15th November. If you attended that, you do not need to attend this as well.
Students are permitted to wear their own clothes for this event. Please be advised that your son/daughter should present themselves appropriately and in a way that positively represents the school. Any students in inappropriate attire (e.g. cropped tops, excessive make up, garments with offensive slogans, shorts etc) will not be permitted to take part in the sessions.
If you have any queries, please do not hesitate to contact me.
Yours sincerely
Catherine Benbow
Director of Sixth Form (whole school IAG)
### Sports News
For all the latest news, on our wide range of sport teams and events, please follow us on twitter @RainfordPE
### Christmas Fayre Charity Event
Dear Parents,
Our Christmas fayre Charity event has been launched with pupils this last week and below you can see the donations we have asked for;
Year 7 have been asked to bring in contributions for the local food bank
Year 8 have been asked to bring in new toys to donate to the Wish FM Toy appeal
Year 9 have been asked to bring in a small stocking filler for a young person their age to donate to the Ormskirk Hospital Toy Appeal for children in hospital over the Christmas period
Year 10 have been asked to bring in a bottle for our tombola stall - a bottle of any description so we can guarantee a prize every time!
Year 11 have been asked to bring in a small selection box so that we can ensure that Santa's grotto has gifts for all the young visitors
Year 12 and Year 13 will be making contributions in the form of raffle prizes, tombola prizes or crafts to sell on the evening.
We really count on your help and support to raise as much as possible for the charities we support.
Thank you in advance for any help possible.
### Outstanding Commitment to Sport Award Winners
Rainford High School is celebrating a fourth win for their PE department at the prestigious ‘Educate Awards’, held at Liverpool’s Anglican Cathedral on Friday 16th November.
The PE Department won the ‘Outstanding Commitment to School Sport Award’ for the fourth time in the past six years, following wins in 2013, 2014, 2017 and now 2018. Judges commented on the wide range of opportunities offer at Rainford and the inclusive, yet aspirational and high quality sporting offer that consistently results in outstanding team and individual success at local, regional and national level.
Rainford High’s commitment to developing ‘the whole child’ through outstanding sporting provision can be illustrated by the offer of over 200 Inter-School recreational and competitive opportunities. As well as challenging gender stereotypes surround sport by significantly increasing the number of girls playing rugby and football and doubling the number of boys doing dance and cheer leading.
The PE department also continues to develop ‘future leaders’ through recognising and developing students’ leadership skills across all Key Stages. Rainford High Sports Leaders have an enviable reputation for excellence in the local community and have supported the development of sporting opportunities for future generations within St Helens, through leading primary transition clubs at Rainford High and delivering a range of sporting activities in feeder primary school schools; during and beyond the school day.
This award is testament to the talents of our fantastic students, the commitment, time and dedication of the PE staff and the consistent support of the school, sponsors, partners and parents in providing all students with the opportunity to achieve sporting success. Many congratulations to all!
### Kirsty Haw
Kirstie has been the Head teacher of 2 outstanding primary schools over the past 13 years, taking them from Ofsted categories to outstanding. She is now the CEO of a small Multi academy Trust in St Helens and has led one of the schools in the Trust for 13 years establishing it as a cohort 3 teaching school, National Support School and National Maths Hub. She works as an NLE supporting schools facing challenges and worked as an Ofsted inspector for 5 years. She was invited to Buckingham Palace in 2016, as she was nominated by the DfE in recognition of services to education.
Kirstie is one of Rainford Academies Trusts founding Members and brings valuable experience and insight to the team.
### Michelle Seeley
Michelle is a qualified accountant, having qualified with Grant Thornton, Chartered Accountants in The Liver Buildings, Liverpool, for the first 10 years of her career.
In her time at Grant Thornton, Michelle had a broad range of clients including Plc’s, a variety of medium sized owner managed businesses, Motor retailers, Charitable organisations and Pension schemes.
Michelle entered the Education Sector in 2005 as Finance manager of a local college and was quickly promoted to Finance director in January 2006. She has successfully steered the college through a £27m New Build timely and within budget. Following a restructure in 2007 Michelle on a wider role to Deputy Principal Finance & Resources. More recently, in August 2017, Michelle has led the college through a merger of two colleges.
Michelle’s role now includes strategic responsibility for Finance, facilities and operations, Health & Safety, Information technology, Management Information Systems and Human Resources and manages the £20m+ budget successfully for the organisation despite funding restraints.
Michelle’s skills and expertise make her a valued member of the Trust Board and a trusted Chair of the Finance Committee at Rainford.
### Trustees
Jayne LloydChair of Trustees
Jane Sebastian – committee TBC
Keith Powellfinance, Resources & Remuneration
Joanne Brienfinance, Resources & Remuneration
John SouthernSafeguarding, Inclusion and Students Support
finance, Resources & Remuneration
Peter Francis – committee TBC
Alison ShermanCurriculum and Progress
Kirsty TennysonMember
Simon PierceMember
Tony LloydMember
Martin HowlettMember
### Trustee - Karen Rogan
Karen Rogan has worked in secondary education in Merseyside for over 30 years in a wide variety of teaching and managerial roles. Over the past five years she has worked in Secondary ITE as PGCE English Course Leader and as Head of Secondary/School Direct Secondary Lead for PGCE at Liverpool Hope University. She has an MA in Educational Practice and has presented at a range of educational conferences for BERA and TEAN.
Prior to this she was a Head of English, Local authority English Consultant and Assistant Principal. In these roles she contributed to a wide range of school improvement initiatives focusing on assessment, curriculum planning, literacy and English and their role in procuring positive Ofsted outcomes.
She has recently set up her own educational consultancy and continues to support schools and Initial Teacher Training, as well as offering tuition and communication support to private clients.
She is a trustee of the ADHD Foundation in Liverpool and is committed to raising awareness of neuro-disabilities and associated barriers to learning and, as a trustee governor at Rainford Multi-academy Trust, she serves on the Curriculum and Attainment and Audit Committees.
### Chair of Trustees - Rupert Nichol
Rupert is a Solicitor, Notary and Chartered secretary with 40 + years of commercial board-level experience in a wide range of organisations in the legal and accountancy, logistics, manufacturing and services sectors. His expertise has been gained in the UK, Europe, North America and Australasia.
He has extensive Experience in Corporate Governance, Compliance, Mergers and acquisitions and risk management.
Rupert is a Rainford parish Councillor and from 2012-2016 was a St Helens Borough Councillor. He chairs the greater Manchester Mental Health NHS foundation trust and is a Director of Eddie Stobart Logistics and Needlesmart, a Knowsley based medical technology company.
He has served as a Governor of the school since 2012, was one of the founding members of the Rainford Academies Trust and is now the Chair of Trustees.
### Rainford Bypass Closed
Rainford bypass is currently closed. This has caused some diversions for the school buses so students may be delayed in getting home.
### Rainford Christmas Fayre 2019 Update!
RAINFORD CHRISTMAS FAYRE 2019
Dear Parents / Carers
Thank you so much for all of the lovely donations that were sent in last week. All of the toy donations have been set up under the Christmas tree ready to be taken to the children’s ward of Ormskirk Hospital and the Rainford elves are very busy wrapping selection boxes and preparing for the Christmas fayre.
The foodbank donations will be taken on the last week of term so we will continue taking in donations until then.
Our fayre will be open to the public from 5pm – 7.30pm with all funds raised by the school going to our nominated charities, this is a lovely family event so please bring along relatives to share the occasion with. We have plenty of food and drink and an old converted horse box bar will be at the entrance to school, picture below; We have lots of performances by our singers, band and dancers and lots of our students will be helping running stalls. As per last year we also have many outside traders coming in selling festive goods, Christmas presents and treats.
We will be running our autism ½ hour again from 4.30-5pm where the school will be quiet and a small grotto area will be available to book during this time should you require it. If you would like to book a place, please e mail christmasfayre@rainford.org.uk by Monday 2nd December.
Our Chistmas Fayre has also been getting lots of support from the local press to read the stories please follow the links below:
St Helens Reporter
St Helens Unlimited
Skelmersdale News
### Statutory Information
### Mathematics
### English
### Social Sciences
### Humanities
### Arts
### Politics Visit from MP Connor McGinn
On Friday 12th October 2018, our A Level Politics Students had a visit from Mr Conor McGinn, Member of Parliament for St Helens North for an insight to the work as a member of parliament. As part of their A Level specification, there is a key sense of participating in democracy and what better way to participate than having a discussion with the MP for the constituency.
Tony, Year 12 said that this was a great opportunity for him to ask questions to Mr McGinn about where he stands on the possibility of lowering the voting age to 16.
Tony does a wealth of political work both inside and outside college and this was a fantastic opportunity for him to meet and discuss politics with the MP for St Helens North.
### Prom
Year 11 students will begin study leave on the 20th May. During this period there will be Examination Preparation Sessions planned in school to support students’ fine-tuning of technique and skills.
The Year 11 Leavers’ Assembly will take place on the 18th June, after the final GCSE exams. Pupils are invited on site from 1pm for refreshments and shirt signing, followed by a Graduation Assembly from 1.45pm until 3.00pm. Students will be able to sign shirts and celebrate the end of their GCSE’s with friends, teachers and staff.
The final event will be the school Prom on Friday, 19th July. This will be held at the Crypt in the Metropolitan Cathedral, Liverpool. This venue has been chosen after working with students to find the best venue possible to celebrate the end of their GCSE studies. Due to venue rules, there is no option to arrive direct by limousine or any other unusual form of transport, but transport is included in the cost of the prom and is provided from School to the venue and back.
To cater for this we have added a further element to Prom night with the Procession of arrival at Rainford High, with the Avenue of Memories and a short Principal’s reception before we board transport to the venue.
The evening will follow the following itinerary:
6.30pm Procession of Arrival, Avenue of Memories and Principal’s Reception.
7.15pm Boarding of transport begins.
7.30pm Coaches depart.
8.00pm Arrival at the venue and welcome.
9.15pm Food service begins.
10.00pm Speeches and Awards.
10.15pm Dancing and good times begin.
12.00am Return transport departure.
The cost of the prom is £55. We want all of our students to attend prom but there are criteria of:
Good behaviour in school.
Working hard towards the examinations.
Maintaining strong levels of attendance.
A League of Effort score of 2 or less
No more than 15 audits from this point until the examination period.
No fixed term exclusions.
All of these things are basic expectations so they should not present a challenge to any student who wishes to attend Prom.
### GCSE Success Evening
'It was fantastic to be reminded about how I can support my child, there were so many fantastic resources and people happy to help. Thank you.'
Thank you to all students and parents who attended the Y11 GCSE Success Evening, it was great to see so many of you there. For those of you that couldn't attend, the night began with an introductory presentation from Mr. Young and some Key Stage 4 staff before breaking off into 'stalls' in the canteen. Each stall contained information dedicated to a specific aspect of GCSE success. Please use the links below to view the documents that were available during the evening, and download them at your pleasure.
Y11 GCSE Success Evening Introductory Presentation
Market Stalls
1. Careers
2. Food _ Nutrition
---Recipe Booklet
---Snack Cards
3. Revision Presentation
---Revision Strategies
---Revision Overview
4. Sleep Presentation
---Rest _ Recovery
---Sleep Research
5. Sport Presentation
---Health Benefits
6. Stress _ Mental Wellbeing
7. Testing
Testing Your Child
8. Rainford 6th Form
9. English - Revision Guides Overview
---Romeo and Juliet Self-Testing Example
10. Maths - Please visit the 'Maths' link under the 'Curriculum' tab above. Alternatively visit:
http://www.mymaths.co.uk/
https://www.mathswatchvle.com
11. Science - Revision Guides & Tassomai
### Mock Examinations
The Year 11 mock examinations will commence on Monday 19th November and last for approximately two weeks. All curriculum areas will be covered during this period and should give you and your child a clear indication of how they are progressing in each of their GCSE subjects. Please encourage students to approach this mock examination period as they would their public examinations next summer; they will use their results to hopefully determine their Post-16 opportunities by using them to apply for colleges and apprenticeships.
This is a crucial period in your child’s education and any support you can provide in line with the school’s provision will be highly beneficial. If you have any queries regarding the evening or exam process, please do not hesitate to contact (H.Turner@rainford.org.uk), Mr Rothwell (G.Rothwell@rainford.org.uk) or Mrs McCartney (A.Mccartney@rainford.org.uk) for any pastoral concerns.
Y11 Mock Timetable 2018
### Revision
Please find below links to the generic Y11 revision timetable detailing sessions that are currently running and lead by staff during lunchtimes and after school. The revision timetable has been changed for the Spring term. There is also links to the Easter Revision Timetable and a Letter for Parents about how you can best support your child.
Y11 Revision Timetable SPR
Easter Support for Parents
Easter Holidays Revision
### Subject Overviews
As parents, we understand how difficult it is to know and understand what is expected of your child in the many subjects they are currently studying. To assist you in this understanding and give you tips on how you can support your child with revision across different subjects, please find attached an overview for each of the GCSE subjects. Within each of these, you will find information about exam boards, exam times, course overviews, revision tips and useful websites and resources specific to the various subject areas. Should you require any further information about each subject, please contact your child's teacher directly.
Art - Fine Art & Photography
Biology
Chemistry
Computing
Drama
English
Food and Hospitality
Geography
Graphics
History
Maths
Modern Foreign Languages (Spanish & French)
Music
PE
Physics
RE
Resistant Materials (Natural and Manufactured Timber)
Science (Combined)
Sociology
Sports Studies
Textiles
### Year 11
As you know, the upcoming year is going to be filled with many challenges and barriers for you and your child to overcome. Equally, we hope this will be matched by utmost success next summer. As a tool to assist you throughout the forthcoming months, please use this section of the website to access the vast amount of information, advice and resources we have on offer. Not only will this allow you to support your child in their revision, but will keep you regularly informed of any imminent events such as the Mock Exmination process, trips and the school prom.
As a reminder, please contact the following people should you have any questions or require assistance.
Mr G Rothwell - Y11 Learning Leader - G.Rothwell@rainford.org.uk
Miss A McCartney - Y11 Pastoral Leader - A.Mccartney@rainford.org.uk
Miss H Turner - KS4 Achievement Coordinator - H.Turner@rainford.org.uk
### Outstanding Commitment to Sport
Our phenomenal PE department have once again been nominated for Outstanding Commitment to Sport in this year's Educate Awards.
This is their 6th year running and it is a testament to the hard work and commitment that our PE department give, both within the school curriculum and the exceptional work they do in supporting all the sports teams and extra curricular activities we have in school.
Head of Department Mr. Makin says "We are thrilled to once again be shortlisted (6th consecutive year) for Educate's 'Outstanding Commitment to Sport in a Secondary School Award' in recognition of an outstanding, inclusive and aspirational PE & Sport offer that is intent on developing the interest, participation and skills of every student in PE & Sport, whilst achieving outstanding team and individual success within a wide range of local, regional and national competitions.
Previous wins of this award (2017, 2013) only serves to make us more determined each year to further improve our sporting provision and being shortlisted again this year is a great acknowledgement of the hard work and talents of both students and staff who together genuinely demonstrate an Outstanding Commitment to School Sport."
A well deserved nomination and we hope the team bring back another win this year!
### BBC Music Day
BBC Music Day Performance
Last week, 54 of our students took part in BBC Music Day by dancing in a flashmob. MD Productions choreographed the performance. Students had an amazing time entertaining people on the streets of Liverpool.
The setting, under a canopy of bright umbrellas, added a sense of wonder to their performance and a great time was had by all. The routine even featured on the BBC One Show!
The purpose of the performance was to celebrate the gifts and talents of those with ADHD and bring awareness to the condition. Our students, as always, have made us very proud.
To watch the performance, please follow the link below:-
https://www.bbc.co.uk/programmes/p06mfv9g
### https://rainford.thesharpsystem.com/
### GDPR
What is GDPR
General Data Protection Regulation
The General Data Protection Regulation (GDPR) is Europe’s framework for data protection laws which came into force on 25th May 2018. Even though the UK is no longer a member of the European Union, the GDPR will remain in force in the UK for the foreseeable future.
These regulations affect businesses, public sector organisations and schools and control how they handle the personal information of their customers, or in schools it’s parents, students and staff.
What are you rights
Right to be informed – all schools must be transparent in how they are using personal data.
Right of access – you have the right to access and receive a copy of your personal data, commonly referred to as a subject access request.
Right of rectification – you have the right to request that we rectify any incorrect or incomplete personal data.
Right to erasure – often referred to as the right to be forgotten, in certain circumstances individuals can request their personal data is erased.
Right to restrict processing – in certain circumstances you have the right to request the restriction or suppression of your personal data.
Right to object – in some circumstances, individuals are entitled to object to their personal data being used.
Right to data portability – allows individuals to receive their personal data in a commonly used format and have it transferred to another school without hindrance. Where we have been required to ask for your consent to use the data that we hold on your child, you have the right to withdraw that consent
How is school data used?
The following documents outline important information for staff, students, parents and other stakeholders relating to how we use the personal data we collect.
Biometrics Policy
Cyber Security Policy
Data Breach Procedure Policy
Data Protection Policy with SAR appendix
Data Retention Policy
Freedom of Information Policy and Publication Scheme
Information Security Policy
Privacy Notice for Staff
Privacy Notice for Pupils and Parents
Privacy Notice for Contractors and Visitors
Privacy Notice for Governors and Volunteers
Privacy Notice for Job Applicants
The school has an appointed Data Protection Officer who is responsible for overseeing data protection within the School. Should you have any questions, concerns or queries please contact them on the following information:-
Data Protection Officer: Judicium Consulting Limited
Address: 72 Cannon Street, London, EC4N 6AE
Email: dataservices@judicium.com
Web: www.judiciumeducation.co.uk
Telephone: 0203 326 9174
Lead Contact: Craig Stilwell
### Cookie Policy
This site uses cookies - small text files that are placed on your machine to help the site provide a better user experience. In general, cookies are used to retain user preferences, store information for things like shopping baskets, and provide anonymised tracking data to third party applications like Google Analytics. As a rule, cookies will make your browsing experience better. However, you may prefer to disable cookies on this site and on others. The most effective way to do this is to disable cookies in your browser. We suggest consulting the Help section of your browser or taking a look at the About Cookies website which offers guidance for all modern browsers
### Library
To access the e-platform please follow the link here : Rainford E-Reading
For more information please read this letter: E-platform Introduction letter
Our Library is a welcoming space with all of the tools and resources to enrich and develop your knowledge.
As well as a wonderful collection of fiction titles, to extend learning and encourage reading for pleasure, you have an environment offering drop in ICT Facilities, a separate reference area for study, plus an online research facility, accessible to all students, for all subjects.
We are very proud of our Library and encourage you to use the space for quiet reading and quiet study.
Come and join us for our weekly clubs and activities such as Crafts, Games (we have some serious chess players!) and creative writing. We also run a Book Club after school on a Thursday until 4pm where students can share books they have enjoyed and also group read new titles producing book reviews for other students.
You will have an introduction to the Library on arrival at the school and all that there is to offer, including research skills and how to use the facilities. We encourage students to loan our books and help them to discover new authors and titles to expand their reading experience!
Apply to be a student Librarian where you will be given training to help take care of the Library and help to run the clubs and activities. This is a great opportunity to take ownership of the Library and have the experience of a role of responsibility in the school.
The Library is the centre of celebrations and promotions including, World Book Day, Poetry Month, Day of the Dead and National Storytelling Week, and cooperates with curriculum departments to embed project work and curriculum events such as Environment Awareness, Science Week and Art exhibitions.
The Library is open daily at break, lunch and after school until 4pm. We look forward to seeing you there!
### SEND
Our Vision
The governors and staff of Rainford High are committed to the inclusion of all students with special educational needs and disabilities in the full life of the school, with equal access to a broad and balanced curriculum. We always aim to raise the aspirations and expectations for all students including students identified with Special Educational Needs.
SEN/D is a core principle of Rainford, as everyone strives to break down barriers. This underpins our teaching and learning, regardless of particular needs or abilities. Every child, whatever their difficulties, is supported in finding strategies to deal/overcome them.
Our Values
We welcome difference and diversity.
We are committed to working in partnership with parents and carers to ensure they are well informed and centrally involved in the life of the school.
We will always involve parents and carers and their children in planning and reviewing progress; we know that parents are the first educators of their child; we need their knowledge to plan effectively.
We know that the earlier we identify special educational needs and provide support, the more successful our students will be.
We will provide expert support and resources for students with SEN/D to fulfil their potential.
Our starting point is a whole-school approach to making provisions for students with SEN/D: we make sure that all staff have the knowledge and skills to support all students with SEN/D in our school.
The Rainford High School SEND Information Report
The Rainford High School SEND information report sets out what we provide for young people with special educational needs and/or disabilities (SEN/D) throughout their time with us. It explains how we support them on to the next stage of their lives and informs parents and carers about:
How we welcome young people with special educational needs and/or disabilities into our school;
How we remove barriers to achievement and support them in all aspects of school life;
How we work in partnership with parents, carers and young people.
The school’s SEND_Policy gives more detail about our day to day procedures.
Accessibility Plan
Our Accessibility Plan, which outlines how we ensure that students, staff and families with disabilities are fully included in the life of the school can be found here: Rainford High_-_Accessibility_plan
Our state-of-the-art building is fully accessible to students, staff and families with disabilities.
Medical Conditions Policy
The medical needs of all our students is very important to us please find the medical conditions policy here.
If your children need medication during the school day please download the form below, complete and bring it to the office with your child's medication.
Medical Forms.
Form 1 - Medical information
Form 2- Parental consent to administer medication
Please note that staff cannot dispense medication unless the medication is prescribed and the forms have been completed.
Access Arrangements Policy
Access Arrangements are pre-examination adjustments for candidates based on evidence of need and normal way of working. It is vital that all students get the access arrangements they are entitled too. Click here to read our access arrangements policy.
The St Helens Local Offer
The Local Education Authority of ST HELENS also publishes ST HELENS LOCAL OFFER setting out a wide range of information about the specialist services, schools, colleges and organisations that can provide support and information for families of children and young people with SEN/D. It explains the procedures for requesting an assessment for an Education, Health and Care Plan (EHCP). You will also find information about:
Where to go for advice and guidance on SEN/D matters;
arrangements for resolving disagreements and mediation.
Access Arrangements.docx
Accessibility_plan_.doc
Intimate Care Policy 2018.docx
Medical and Care Policy 201718.docx
SEN_Information Report.docx
SEND_Policy.docx
Special Educational Needs and Disabilities Policy
### Results
This page is currently being updated
### Annual Report 2017-18
Please click on the link to download our annual report.
Annual Report 2017-2018
### Term Time Holidays
You can only allow your child to miss school if they are ill, or if you have received advanced permission from the school.
Getting permission from the school requires making an application to the head teacher in advance, who will decide if your request will be granted.
Where, previously, head teachers could grant 10 days of authorised absence, now they are unable to grant any, except in exceptional circumstances.
Please be aware that Rainford High school have adopted the use of Penalty Notices in line with The Education (Penalty Notices) (England) (Amendment) Regulations 2013, regarding the issuing of Penalty Notices for unauthorised absence from school. If you take your child out of school without permission, you risk receiving a fine of £60, which rises to £120 if paid after 21 days.
Non-payment of a Penalty Notice will result in the withdrawal of the notice and may trigger the Fast- Track Prosecution process under the provisions of Section 444 of the Education Act 1996.
### Mental Health & Wellbeing
At Rainford High, we believe in promoting positive mental health and emotional wellbeing. Prioritising the wellbeing of students and staff ensures that outstanding teaching and learning can take place, and that the school is a community where everyone feels able to thrive.
Useful Links
CAMHS
nhs conditions/stress-anxiety-depression/mental-health-helplines/
nhs.uk mental-health
Merseycare.nhs.uk
Teen Body Image And Self-esteem - A Practical Guide For Parentshttps://www.freederm.co.uk/body-image-and-self-esteem
Ok to Ask Campaign (suicide awareness and prevention) -OK TO ASK (oktoaskcampaign.co.uk)
Barnardo's BOSS Service (early intervention emotional health and wellbeing service working alongside CAMHS) -BOSS | Barnardo's (barnardos.org.uk)
Tackling the Blues (sports and arts-based education programme supporting children and young people experiencing, or are at risk of developing, mental illness) - Tackling the Blues - Tackling the Blues (edgehill.ac.uk)
Barnardo's Help Directories
YOUNG PERSON Directory
ADULT PERSON Directory
Self help books/booklets
Anxiety
Anxiety UK
Anger
Reading Well - Young People & Mental Health
Beating Eating Disorders
Gender, Sexuality and identity
Papyrus UK
Young Minds
Kooth
NSPCC
MIND - Stress Management
Mindfulness
Self-Care
Self-Harm
Sleep
Stress
Self help exercises
MIND - Self help for anxiety
Moodjuice - NHS Scotland - Anxiety
NHS UK - Ways to relieve stress
Get self help - flashbacks
Exam stress
How to deal with exam stress
App links
Calm Harm (self harm support) - Home - Calm Harm App
Clear Fear (anxiety support) - Home - Clear Fear App
Move Mood (low mood support) - Home - Move Mood App
Combined Minds (information for families supporting a young persons mental health) -Home - Combined Minds App
Breathwrk (breathing exercises to help anxiety) -Breathwrk | Breathing Exercises
Calm (meditation and sleeping) -Calm - The #1 App for Meditation and Sleep
BetterSleep (sleeping tracker) -BetterSleep | Sleep better. Feel Better.
MoodNotes (Cognitive Behavioural Therapy, only on Apple App Store) -Moodnotes - Mood Tracker on the App Store (apple.com)
Bloom (Cognitive Behavioural Therapy) -Bloom - #1 Self-Therapy App (enjoybloom.com)
Gratitude (self-care journalling) -Gratitude Journal App to Improve Your Longterm Well-being (gratefulness.me)
Breeze (Journalling, developed with concepts from Cognitive Behavioural Psychotherapy) -Breeze: Mental Health on the App Store (apple.com) (Apple)
Breeze: mental health – Apps on Google Play (Google Play)
Wysa (24/7 AI chatbot using Cognitive Behavioural Therapy) -Wysa - Everyday Mental Health
Finch (self-care journalling) -Finch - Your New Self Care Best Friend (finchcare.com)
Reflectly (AI journalling) -Reflectly - A Journal for Happiness
### Snow Plan Procedure
Introduction
All schools require to plan for winter or adverse weather conditions that may affect the running of the school. St Helens Council have issued guidance on this matter. The school has taken this guidance into consideration in identifying the procedures and controls in place to reduce the impact of adverse weather.
The school building is a PFI scheme. This means that the school does not directly own or manage the school premises or grounds. The task of maintenance and repair is the responsibility of the Facilities Management organisation, Mitie FM. It is the responsibility of FM to ensure that the premises are available for use and maintained in a suitable and acceptable manner. FM responsibilities also include the movement of furniture and equipment to facilitate the normal daily running of the school, e.g. setting up chairs for assemblies and litter picking.
In the event of adverse weather, it is the contractual responsibility of FM to make the site safe. This includes the following actions:
Clearing of all critical paths. The aerial photograph is to be used to identify priority.
Applying salt / grit where appropriate.
Coning and taping off areas that are not accessible.
Recording that the site has been cleared in accordance to the plan.
Notifying the Head or Business Manager if the site is not safe.
In accordance with the briefing 11th February 2014, the following specific actions are required:
The clearing of areas will commence from back to front.
Only when all specified areas and paths are cleared will the school building be opened.
Car Parks need not be cleared if they are not specified on the plan. If they are to remain closed, then the area needs to be coned and taped with appropriate signage displayed.
Mitie FM are to record that the clearance is complete. The record is to be made available to the school.
This plan is drawn in co-operation with Mitie FM.
This plan is intended to cover the three key events
1. To minimise the risk of closure of the school in the event of adverse weather.
2. When adverse weather prevents the school from opening, ensuring effective communication and in re-opening the site as soon as possible.
3. To manage the closure of the site if necessary during the school day.
In all events, the priorities are as follows:
1. To ensure the safety of all individuals, pupils, children, employees, visitors and agents of the school.
2. To prevent or minimise the risk of damage to assets of the school.
3. To minimise disruption to the functioning of the school.
The school’s Health & Safety Policy and the guidance of St Helens Council are key reference documents to this plan.
Role of the Principal
St Helens Council has identified and stated the role of the Head teacher / Principal.
The responsibility for the school site rests with the Head Teacher and decisions must be taken regarding school closures by the Head Teacher in consultation with the Chair of the Governing Body. All Heads should ensure that in times of potential unavoidable school closure that CYPS Property Services have up to date telephone numbers and contact details. The general rule is that when schools are closed to pupils, all staff should attend as normal. If the school is closed to staff, in extreme circumstances, the Head Teacher should attend the site daily to ensure accurate communication and key tasks are being undertaken to prepare to re-open the premises for staff and ultimately staff and pupils. If, in exceptional circumstances, the Head Teacher is not available then there should be a named senior person on site each day and contact details of this person must be provided to CYPS Property Services 01744 671867/1868.
Plans
To Minimise the Risk of Closure
Key objectives
To ensure that the building is functional for use.
To ensure that safe access and egress is available.
Preparation
Agreement of Critical route ways between School and FM.
Key actions
The operational management of the site is the responsibility of FM Mitie.
Grit and salt is ordered by FM Mitie.
Snow Clearance is provided by FM Mitie.
Critical route-ways are identified on the site plan.
FM Mitie are required to inform the Principal or designated person that the site is safe and accessible.
When the school is prevented from opening.
Key objectives:
To ensure effective and swift communication of the closure is made to all relevant parties.
To re-open the school as soon as possible.
Preparation:
Agreement of Critical route ways between School and FM.
Parental contact details to be maintained.
Remote links to website checked to ensure updates are available.
Staff are made aware of the procedure for dealing with closure. According to St Helens Council, it is the employee’s responsibility to arrive at work. If school is closed to pupils, staff are still expected to attend. If staff are unable to attend they may be required to take annual leave or not be paid.
Key actions:
The decision will be made by the Principal after taking advice from FM Mitie.
All pupils will be notified using the Text system.
A message notifying of the closure will be posted on the school Website by the Principal.
The Council’s Property Services section will be informed 01744 671867/1870/1868
FM Mitie will be instructed to commence clearance of critical route-ways.
The Principal will monitor the situation and update Property Services and the website regularly.
School will recommence as soon as possible on the next working day after the site is determined safe and available for use.
When closure is required during the school day.
Key objectives:
To ensure safe egress for all on the school site.
To ensure effective and swift communication of the closure is made to all relevant parties.
To re-open the school as soon as possible.
Preparation:
Parental contact details should be maintained, including mobile phone.
Key actions:
A message notifying of the closure will be posted on the school Website.
The message will inform parents of how pupils are to be dismissed and despatched from school.
Parents will be notified using the Text system.
The Council’s Property Services section will be informed 01744 671867/1870/1868
FM Mitie will be instructed to commence clearance of critical route-ways to ensure safe egress.
Pupils will be informed in class.
Pupils will be returned to Form Rooms. If the school closure is caused by lack of staff, then groups may be assembled in the sports hall, Auditorium, canteen or other notified communal space.
If school buses are not available, pupils will be informed of alternative options.
Pupils will be dismissed in accordance with the instructions in Pupils’ planners.
Pupils who can be dismissed will be registered and permitted to leave.
Pupils who require parental supervision will stay on site until they are collected. Pupils collected will be registered and permitted to leave.
Once parents collect, pupils will be registered and permitted to leave.
Pupils will be safeguarded at all times. Staff will be expected to remain on site until pupils are dismissed. Sufficient numbers will remain on site as pupils are dismissed.
The Principal will assess if a reduced number of staff are required to stay to safeguard those pupils remaining on site.
Pupils remaining on site at the end of the normal school day will be dismissed at that time.
The Principal will monitor the situation and update Property Services and the website regularly.
School will remain closed until it is determined available for use.
FM Mitie will be instructed to commence clearance of critical route-ways.
School will recommence as soon as possible on the next working day after the site is determined safe and available for use.
### Contact
Please use the form below to contact us, our named contact is Mrs Janet Hill who will direct your correspondence to the appropriate person. We aim to reply within 24 hours. For any urgent, matters please telephone us on 01744 885914.
Your Name (required)
Your Email (required)
Subject
Your Message
### Safeguarding
Designated Safeguarding Staff
Senior Designated Person
Mr J Kenyon ~ Director of SafeguardingEmail: j.kenyon@rainford.org.ukTel No: 01744 885914
Designated People
Paula Litherland - Deputy Designated Safeguarding LeadEmail: P.Litherland@rainford.org.ukTel No: 01744 885914
Mark Pendlebury~ Pastoral Support ManagerEmail: m.pendlebury@rainford.org.ukTel No: 01744 885914
Liz Sheedy - Pastoral Support ManagerEmail: L.Sheedy@rainford.org.ukTel No: 01744 885914
Alison McCartneyEmail: a.mccartney@rainford.org.ukTel No: 01744 885914
School Trustee with overview of Safeguarding: Joanne Lloyd
Safeguarding
Rainford High is committed to safeguarding and promoting the welfare of every child and expects all staff and volunteers to share this commitment.
As a school we have robust safeguarding processes and procedures in place to which all staff are trained to adhere.Sometimes we may need to share information and work in partnership with other agencies when there are concerns about a child’s welfare. We will ensure that our concerns about our students are discussed with his/her parents/carers first unless we have reason to believe that such an action would be contrary to the child’s welfare.
What should I do if I think a child is being abused?
If you have a concern regarding the safety of a student you can contact one of the Designated Safeguarding Officers (See above) or you can call the St Helens Contact Centre on 01744 676600 during normal office hours or the Emergency Duty Team on 0345 050 0148. Further advice and guidance, regarding procedures in St Helens, can be found here.
Resources for Parents
St Helens Safeguarding Children - The Safeguarding Children Partnership (formerly known as the Local Safeguarding Children Board - LSCB), is a multi-agency partnership with an independent chair. It's membership is comprised of senior managers from all statutory agencies in St. Helens. It's purpose is to ensure agencies in St. Helens are working together effectively to keep children safe. Visit their website here.
Healthy Living St HelensThe Healthy Living Team's overall aim is to make significant ongoing contribution to the improvement of the physical and mental health, well-being and quality of life of the people of St Helens. Visit their website here.
Keeping Safe Online
Children and young people spend a lot of time online – it can be a great way for them to socialise, explore and have fun. But children do also face risks like cyberbullying or seeing content that’s inappropriate.
Whether you’re unsure about what happens online or are up to speed with new technology, it’s important that you talk to your child about keeping safe.
It may feel daunting, but you don’t need to be an expert on the internet. Understanding what children do online and the risks they face will help you keep your child safe online. Below are some links to help you keep your child safe:
National Online Safety - Here you will find the most up to date guides for social media apps and platforms. Find out more information about each app and to download useful tips to help keep children safe.Childnet – Information and advice on Internet SafetyThinkuknow – Advice and guidance for keeping children safe on the internet and using Social MediaSt Helens Gateway - One stop shop for all services available in St HelensEducate Against Hate - This website gives parents, teachers and governors practical advice on protecting children from extremism and radicalisation.
Keeping Children Safe Online - NSPCC/O2 resource, where they offer support online, over the phone and face to face with parents about keeping children safe online.
Safeguarding Guidance for Schools: Keeping Children Safe in Education click here.
Prevent Strategy
Prevent is 1 of the 4 elements of CONTEST, the government's counter-terrorism strategy. It aims to stop people becoming terrorists or supporting terrorism.
The Prevent strategy:
responds to the ideological challenge we face from terrorism and aspects of extremism, and the threat we face from those who promote these views
provides practical help to prevent people from being drawn into terrorism and ensure they are given appropriate advice and support
works with a wide range of sectors (including education, criminal justice, faith, charities, online and health) where there are risks of radicalisation that we need to deal with.
As a school, we always aim to keep our students safe from harm and this includes protecting them from the risk of radicalisation.
Provision is in place to:
Ensure staff are able to identify students who may be vulnerable to radicalisation.
Ensure staff know what to do if students have been identified.
Protect students from the risk of radicalisation as part of our safeguarding duties, whether these risks come from within the family or are the product of outside influences.
Build students resilience to radicalisation by promoting fundamental British values and enabling pupils to challenge extremist views.
Within our curriculum, we will ensure that we assist our students in their personal, social and emotional development and understanding of the world.
Further information on Prevent Duty can be found here and below:
Prevent Strategy Information for Parents
What is the Prevent strategy?
Prevent is a government strategy designed to stop people becoming terrorists or supporting terrorist or extremist causes.
The Prevent strategy covers all types of terrorism and extremism, including political and religious extremism.
How does the Prevent strategy apply to schools?
All schools (as well as other organisations) have a duty to safeguard children from radicalisation and extremism.
This means schools have a responsibility to protect children from extremist and violent views, in the same way we protect them from drugs or gang violence.
Importantly, schools can provide a safe place for pupils to discuss these issues so that they better understand how to protect themselves.
What does this mean in practice?
Different schools will carry out the Prevent duty in different ways, depending on the age of the children and the needs of the community.
Many of the things we already do in school to help children become positive, happy members of society also contribute to the Prevent strategy.
Include information about your school’s approach here, for example:
Exploring other cultures and religions and promoting diversity
Challenging prejudices and racist comments
Developing critical thinking skills and a strong, positive self-identity
Promoting the spiritual, moral, social and cultural development of pupils, as well as British values such as democracy
Protecting children from the risk of radicalisation, such as using filters on the internet or vetting visitors who come into school
Frequently Asked Questions
How does Prevent relate to British values?
Schools have been required to promote British values since 2014, and this will continue to be part of the response to the Prevent strategy.
British values include:
Democracy
The rule of law
Individual liberty and mutual respect
Tolerance of different faiths and beliefs
Isn’t my child too young to learn about extremism?
The Prevent strategy is not just about discussing extremism itself, which may not be appropriate for younger children. It is also about teaching children values such as tolerance and mutual respect.
Schools should make sure any discussions are suitable for the age and maturity of the children involved.
Is extremism really a risk in our area?
Extremism can take many forms, including political, religious and ideological extremism. Some of these may be a bigger threat in our area than others.
The intention is to give children the skills to protect them from any extremist views they may encounter, now or later in their lives.
Useful Links
Advice to parents and carers on keeping children safe from abuse and harm - GOV.UK (www.gov.uk)
### Extra-curricular Programme
### Break & Lunchtime
IMPORTANT: We are a nut free school. It is essential for the safety of our school community that no items containing nuts are brought onto the school premises.
Break Time
Students can access hot and cold snacks in the school canteen and this is the only place in the building where food should be consumed. Students can eat food outside but rubbish must be placed in the bins provided. On dry days students should be outside of the school building except for access to the canteen and the front entrance hall, as it is important students get out from the classroom and have some fresh air.
If it is deemed a wet break time students will be able to stay inside the building but food can only be eaten in the canteen.
Lunchtime
Students can only eat in the canteen, or if the weather is good, on the seating outside of the canteen. Food should not be eaten anywhere else in the school building. Students should be outside when the weather is dry. Once the main lunchtime rush is over students are able to sit in the canteen to talk with friends.
If it is a wet lunchtime students will be able to stay inside the building but food can only be consumed in the canteen area.
### Lunchtime Menu
Rainford High Summer Menu 2025 A4Download
SECONDARY-SUMMER-2025-MENU-Allergen-CARB-Matrix
### Student Support
All our school systems exist to enable pupils to achieve the school ethos of ‘Everyone Matters. Everyone Helps. Everyone Succeeds.’
We do our utmost to make sure that every child is well known and cared for through our student support system which is structured in Tutor Groups with a Learning Leader who keeps each young person’s progress, behaviour and welfare under review.
Parents are kept regularly informed of progress via progress reports, and a Parents’ Evening where parents can meet subject teachers.
There are well established systems for rewarding and acknowledging pupils who do well and for ensuring that those who do not meet our high expectations, are helped to get back on track.
The student League of Effort, E-Praise Postcards and Merit Badge System as well as half termly reward assemblies and annual reward evening for year groups focuses the school on the positive attitude and behaviour we desire and expect.
Underpinning this is a clear system of sanctions and support for students who fail to meet the school expectations.
Our calm and well ordered community with its clear sense of mutual respect, enables children to feel safe and to achieve.
Some young people may need additional support in order to make progress and a range of strategies and systems in school ensure that those with particular needs are helped toachieve.
We attach great importance to our relationship with parents. Regular formal consultation occurs via the pattern of Parents’ Evening and progress report system. However, parents are free to request information about their children at any time of the year. We always endeavour to contact parents at the first sign of concern in order to avoid issues developing as well as asking parents to communicate with the school any concerns they may have regarding their child.
If you have concerns about your child please contact: Safeguarding@rainford.org.uk
To report anything anonymously please use the following link:https://rainford.thesharpsystem.com/
### School Trips
Educational visits are an important part of school life and student participation is widely encouraged at Rainford High.
We believe all students should have the opportunity to participate in extra-curricular activities, including school trips, and this is underpinned by the school ethos: Everyone Matters, Everyone Helps, Everyone Succeeds.
To ensure visits can be made as safe as possible, Rainford High has a policy, procedure and guidance that informs staff about what they should consider when organising a visit.
To support staff, Rainford High also has an Educational Visits Coordinator (EVC). The EVC has the role of ensuring Rainford High's duty of care for the health & safety of students while on educational trips and visits is complied with and all activities are risk assessed.
The types of Educational Visits provided at Rainford High include:
Local visits (library, town centre, college, universities)
Places of educational interest (farm, museum, sites of historical or geographical interest)
Other educational establishments
Enrichment/Reward trips
Evening visits (theatre, cinema, musical venue)
Residential centres and educational courses
Outdoor activity centres (Bushcraft centre)
Duke of Edinburgh
Abroad (enrichment and experience)
Recent trips abroad have included visits to Spain, France, Austria and Belgium.
### Friends of Rainford
What is Friends Of Rainford (FORH)?
We are a small active parents association that organises various events to strengthen social bonds between parents and to raise funds to provide items for the school students
Events That We Organise:
Coffee Mornings
Quiz Nights
Car Boots
Raffles
We Need You To Get Involved!
If you have some time to spare please help us by sponsoring, donating prizes or even getting involved by joining us!
Contact us now by emailing: friendsofrainfordhigh@rainford.org.uk
### Duke of Edinburgh
Why do DofE?
From the first day to the last it’s a real adventure. Every section (and at Bronze and Silver there are 4: Physical, Skills, Volunteering and Expedition) gives you something different - that's the fun of it! You’ll enjoy loads of new experiences, discover talents you never thought you had, challenge yourself and meet loads of people just like you. Plus you’ll do things you love and get a kick out of.
Then there’s all the other stuff…
…achieving an Award will give you skills, confidence and a view on life that everyone is looking for, from employers to colleges and universities.
...you're getting recognised for doing things you want to do (and may even be doing already).
...you’ll make a difference to other people’s lives and your community, be fitter and healthier, make new friends and have memories to last you a lifetime.
And above all, it's a great laugh - the question should really be why you wouldn’t bother!
Doing your DofE really does give you the skills for life and work.
What is DofE all about?
It doesn’t matter who you are or where you’re from. You just need to be aged between 14 and 24 and realise there’s more to life than sitting on a sofa watching life pass you by.
Levels
You can do programmes at 3 levels, which when completed, lead to a Bronze, Silver or Gold Duke of Edinburgh's Award.
At Rainford High, students have the opportunity to participate in the:
Bronze Award in Year 10
Silver Award in Year 11
Gold Award in Years 12 and 13
Sections
You achieve your Award by completing a personal programme of activities in 4 sections (5 if you're going for Gold) - Volunteering, Physical, Skills, Expedition and for Gold, a Residential.
You'll find yourself helping people or the community, getting fitter, developing skills, going on an expedition and taking part in a residential activity (Gold only).
The best bit is - you get to choose what you do!
Your programme can be full of activities and projects that get you buzzing, and along the way you’ll pick up experiences, friends and talents that will stay with you for the rest of your life.
If you need any further information, talk to your DofE Leaders at Rainford High and they'll be able to help you!
You can also try the Duke of Edinburgh website www.dofe.org for any extra information.
At Rainford High:
DofE Co-ordinator - Gareth Rothwell: g.rothwell@rainford.org.uk
### Upcoming Events
### Times of the School Day
8.45am Student Warning Bell
8.50am - 9.15am Tutor Period/Assembly
9.15am - 10.15am Period 1
Break 10:15 -10:30
10.30am - 11.30am Period 2
11.30am - 12.30pm Period 3
Lunch - 12.30 -1.15
1.15pm - 2.15pm Period 4
2.15pm - 3.15pm Period 5
### Daily Life
As a busy secondary school our daily life is always interesting. This section of our website attempts to capture the constants as well as the different events that take place throughout the school year. We hope that it is useful to both students and parents in keeping you informed of upcoming events and contain useful information in order that you get the most out of your school.
### Everyone Matters Schools Trust
At the present time we are growing trust of three partner schools looking to expand to five or six schools in the next two years.
Our vision is a local multi academy trust that is invested in delivering great all-round education for the communities our schools serve. Our single legal and moral purpose comes from our articles of association: To advance education for public benefit. We are an educational charity that runs schools to give children a better future and our logo of a tree represents our desire for a sustainable future for everyone within the trust and the community.
The key aims of Everyone Matters Schools Trust are:
To support all schools to grow to be greater than the sum of its parts by learning and collaborating from one another
All students to have excellence of care, experiences, and outcomes
Our ethos of ‘Everyone Matters, Everyone Helps and Everyone Succeeds’ applies to everyone in our Trust community it comes from our founding partner Rainford High.
These have become our guiding principles of how we work and collaborate:
Everyone Matters: we want all our partners to be happy and successful schools within our trust community
Everyone Helps: we work together to make great choices for our schools and our children
Everyone Succeeds: we work hard together to invest in our schools, so we are all successful
We see our building blocks of success as being:
Ethical Leadership – doing the right thing for children, staff and the community.
Safeguarding is our most important responsibility and underpins everything we do.
A strong local curriculum model well designed and well delivered.
A passion for inclusion to make sure all children can succeed in our schools.
A value driven behaviour model and passion for our young people's safety and wellbeing.
A strong CPD offer to support all staff in developing and achieving their maximum.
An expertise in creating a positive school culture for staff and students.
A strong business model that supports strong financial management to enable investment into staffing and infrastructure.
We will deliver this across our Trust by:
Learning and working together
Identifying and sharing best practice. The key to improving is to identify and address the things we need to do better and doing them more consistently for the benefit of all
Working in genuine and open partnership with the focus being on excellence of education for all
Support
The Everyone Matters Schools Trust has a team of leaders and SLE’s across the curriculum that can support school improvement and development effectively. Rainford High is the lead secondary partner for North West Maths Hub 3 and St Helens’ Teaching Schools Alliance. We also have access to other NLEs, SLEs and a wide range of experienced professionals that allow us to be flexible in our support to ensure rapid improvement.
We are a Trust of collaborative partners who are working to improve the experiences of all our staff, all our parents and all our students as they go on their educational journey.
We are passionate that all children receive a great education and that our role is to help Headteachers.
Everyone Matters Schools Trust Central Policies
Rainford High is part of the Everyone Matters Schools Trust.
Company Number10455406
https://beta.companieshouse.gov.uk/company/10455406
Head OfficeHigher LaneRainfordSt HelensMerseysideWA11 8NY
01744 885 914
VACANCIES
Primary Maths Lead + Classroom Teacher (Brook Lodge Primary School)
### Rewards
Rewards
At Rainford High, praising students is one of the key elements, which contributes to positive behaviour for learning and as such is an essential part of our day to day work with students.
We praise and recognise student’s respectfulness, positive choices and hard work by:
1) The League of Effort
Each lesson the class teacher awards students an effort score from 1-4, where
represents Excellent Effort
represents Good Effort
represents Effort Requires Improvement
represents Unacceptable Effort
When students receive a one (1), they are awarded a merit. If they receive one’s (1’s) consistently or have been exceptional then they may be issued an E-postcard.
Each half term, the lesson effort scores and merit scores are calculated and the League of Effort is generated and published.
2) E-post cards
Students are awarded E-postcards, which are emailed to both the student and parents, by staff to recognise their positive behaviour for learning and/or contribution to skill.
We have introduced E-postcards in September 2018 and student voice is telling us that students value the E-postcards. Each E-postcard issued is equivalent to 5 merits.
Criteria for Merits and E-postcards
Everyone Succeeds- Academic
Students making a consistently good effort in a lesson or over a sequence of lessons.
Students making progress above expectation in a piece of work /activity or project.
Everyone Matters-Community Engagement
Students supporting activities which impact on the wider community
Students supporting whole school events
Everyone Helps-Helping others
Students helping others in any aspect of day to day school life
Students supporting others positively in their learning, in or beyond the classroom.
Merit Badges
The awarding of Badges as a celebration of success will continue with the following criteria and merits will “roll over” academic years. Badges will be awarded in celebration assemblies every half term.
Celebrations
To encourage good attendance and positive behaviour each tutor group will focus on the average tutor attendance and total number of merits earned on a weekly basis. A tutor of the week will be identified in respect of both of the above and this will be consolidated with a termly Merit Cup and Attendance Cup being awarded in each year group.
Every half term, each year group has a rewards assembly recognising student effort, contribution to school and improvement.
The school will continue to celebrate success through the annual rewards evening for each Year group.
### Year 9 Options
Please follow the link below to enter your option choices
https://www.studentoptions.co/Rainford
### Parent View
Parent View gives you the chance to tell us what you think about your child’s school.
Parent View asks for your opinion on 12 aspects of your child’s school, from the quality of teaching, to dealing with bullying and poor behaviour. We will use the information you provide when making decisions about which schools to inspect, and when.
By sharing your views, you’ll be helping your child’s school to improve. You will also be able to see what other parents have said about your child's school. Or, if you want to, view the results for any school in England.
Parent View Website
### Parent Pay
Why use ParentPay?
Our school online payment system gives you a more convenient and flexible way to pay school online and helps to keep your child safe. By making cashless payments you know that your money has reached the school safely.
You can view your account statement and payment history, check when payments need to be made and set alerts to tell you when to pay school online. Some schools also display their menu online or report which meal your child chose at lunchtime.
Cashless payments help your child’s school be more efficient as administration time in the school office is reduced.
How do I find ParentPay
Parent pay can be found by using the following link:
ParentPay Website
How do I activate my account?
You will need a username and a password to activate your account, these have been sent out to all parents, however, if you need this information again then please contact us by email us at parentpay@rainford.org.uk and it will be re-sent.
Click here to activate my account
Click here for instructions to help with activating your account.
### Advice on E-Safety
E-Safety policy document
The following document outlines important guidance for staff, students and parents when using electronic devices on line.
Read the Rainford_E-safety_Policy here
The internet is always changing, and being able to keep up to date with your children's use of technology can be a challenge, especially if you feel that your son or daughter has better technical skills than you do. However, children and young people still need support and guidance when it comes to managing their lives online and using the internet positively and safely.
As a school we work to develop students skills and understanding so that all students can stay safe online.
Advice for Parents
Click here for the think you know website.
### Advice on Severe Weather
Sometimes it is necessary for schools to close because of adverse or severe weather, loss of utility services (such as electric, gas or water) or other emergencies. Rainford High will work hard to keep the school open wherever possible but sometimes circumstances mean that they have to make a decision to close the school or send students home early.
For latest information Parents can/will:
Receive a text notification
Check the School Website for a notifying message by the Principal
Check the School Website regularly for updates
Check BBC Weather Forecast
Read School Winter & Adverse Weather Plan
Check Wish 102.4FM website for School Closure information.
Listen to Wish 102.4FM for regular updates regarding school closures
Please can parents ensure that the form at the back of your child's student planner is completed and thou have indicated how you would like your son/daughter to get home in the event of school closure:
Remain in school until collected
Make their own way home
Make their own way to another destination (as indicated)
School will recommence as soon as possible on the next working day after the site is determined safe and available for use.
### Pupil Premium
What is it?
Introduced in 2011, the pupil premium is a sum of money given to schools each year by the Government to improve the attainment of disadvantaged children.
This is based on research showing that children from low income families perform less well at school than their peers.
Often, children who are entitled to pupil premium face challenges such as poor language and communication skills, lack of confidence and issues with attendance and punctuality. The pupil premium is intended to directly benefit the children who are eligible, helping to narrow the gap between them and their classmates.
Evidence suggests that pupil premium spending is most effective when schools use a tiered approach, targeting spending across the following 3 areas below but focusing on teaching quality - investing in learning and development for teachers.
Teaching
We aim to ensure an effective teacher is in front of every class and regularly arrange training and professional development for all our staff to improve the impact of teaching and learning for pupils.
Academic support
All staff are encouraged to look at how they can provide targeted support, whether it be in structured 1:1, small groups or classroom teaching.
Wider approaches
At our school, we use the pupil premium to support with:
music lessons for disadvantaged pupils
educational trips or visits
equipment/resources
uniform
This helps us to:
increase pupils’ confidence and resilience
encourage pupils to be more aspirational
benefit non-eligible pupils
Why has it been introduced?
The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for Free School Meals (FSM) and their wealthier peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most. Whilst schools are free to spend the Pupil Premium as they see fit, we are required to publish online information about how we have used the Premium.
To read our Pupil Premium Strategy Statement please click on the link below:
Pupil Premium 2024-25
Pupil premium strategy statement (2024-25)
Pupil Premium 2023-24
Pupil Premium Strategy Statement (2023-2024)
Pupil Premium 2022-23
Pupil Premium strategy statement (2022-2023)
Pupil Premium 2021-22
Rainford Pupil Premium Strategy (2021-2022)
### Uniform
School Uniform
A list of current uniform requirements can be found below
School Uniform List
School Uniform Policy
Our current uniform suppliers are:
Whittakers School Wear - 38 Bridge Street, St Helens, WA10 1NW
JayMax Uniforms - 91-93 Church Street, St Helens, WA10 1AJ
Slaters - Eckersley Mill, Swan Meadow Road, Wigan WN3 5BD
We also have a well stocked Pre-Loved Uniform Shop. Please click the link below for info..
Pre Loved Uniform Shop
Equipment List
Black Pen
Pencil
Ruler
Red pen
White/wipe board
Wipe board pen
Wipe board rubber
Scientific calculator
Clear pencil case
School bag
Glue stick
### ParentINFO
Parent Info is a new free service for schools.
Here you'll find a collection of articles, tips, expert advice and resources designed to help parents keep up with what their children are doing on-line. Schools are welcome to subscribe to a feed for their own websites and use the content as they wish.
Parent Info is a collaboration between Parent Zone (link is external), which has been providing information and support to parents for a decade, and CEOP (link is external), the Child Exploitation and Online Protection command of the National Crime Agency.
For more information please click HERE
### Parents
### Staff Email
### Vacancies
Current Vacancies
Attendance Manager
Learning Assistant Level 2
Apprentice Learning Assistant
Benefits of working for the Everyone Matters Schools Trust
Flexible working Opportunities
Development opportunities within the trust
Long Service awards
Cycle to work scheme
Holiday buying and selling scheme (support staff )
Generous Annual Leave Package (support staff)
Access to the Employee Assist Programme
### Staff
### Student Council
Rainford High is rapidly developing the role of students across every year group. The main base for this development is the new student council that has representatives from every form on the year council and then Year ambassadors selected to represent the student body on the whole school council.
The student ambassador role is one that involves them creating ideas that will develop the school for the better for the student body and support the school in making sure it is the best school possible for everyone who attends the school.
The school is fortunate to have so many mature and well spoken young people who can express the views of themselves and their peers effectively so the school can move forward successfully for the young people’s benefit.
### Student Voice
Student Voice continues to develop to be an important part of the ethos and culture of Rainford High. It has continued to grow and strengthen. It is an initiative which is yielding tremendous benefit to our learners.
The Aim of Student Voice is to provide a method of encouraging students irrespective of their gender, background, ethnicity, or physical ability to become actively involved in decisions about their own learning and empowering them with appropriate ways to do so. We want to ensure that the learners themselves are involved in decisions about how, what and when they learn, with whom and the type of environment in which this occurs.
### Sanctions and Consequences
Behaviour Consequences
Consequences
The following outlines how the severity of sanctions increase as behaviour becomes increasingly unacceptable, either through persistence or seriousness.
Sanctions are used by the school to challenge inappropriate behaviour and to support students in making the correct choices in line with the school ethos. Whilst the management of a student’s behaviour must take into account individual circumstances and needs, we expect students to follow our school ethos:
Everyone MattersWe expect our community to be polite and respectfulEveryone HelpsWe expect our community to make sensible choicesEveryone SucceedsWe expect our community to work hard
In the classroom/out of the classroom
First warning issued to student.
Final Warning issued to student.
Consequence issued – The student is issued an after school detention and is moved to another classroom.
If issues continue then patrol would be called to support in managing the student’s behaviour.
After School Detentions
At Rainford we a run a ‘next day’ after school detention system. If a student receives an after school detention, they will be required to stay after school the next day in E001. A student can serve up to three issued after school detentions in a given evening.
Parents/carers will receive a text message that evening informing them of the detention or detentions.
After school we run three detentions per night:
Detention A: 3:25 – 3:45pm
Detention B: 3:45 – 4:05pm
Detention C: 4:05 – 4:25pm
If a student is placed on more than three after school detentions in a day, meaning they cannot serve them all the day after, then they will instead be placed in the Everyone Matters Centre the day after from 8:50am – 4:25pm.
Missing After School Detentions
If a student has only one after school detention in an evening and they miss it then they will be expected to complete the detention the day after. It will be rescheduled to the day after but they will be given an additional audit and after school detention for ‘missing their detention’. This means they will owe two detentions for the day after.
If they miss two or three detentions in an evening then they will be placed into the Everyone Matters Centre from 8:50am – 4:25pm the next day.
In addition, if a student is issued more than 3 after school detentions in a day then they will be placed in the Everyone Matters Centre from 8:50am-4:25pm the next day. This is due to their repeated breach of the school ethos. Therefore, if a student has already received 2 after schools detentions in a day (to be completed tomorrow) and they then miss an after school detention on the same day (which results in two additional detentions for tomorrow) then this takes it over 3 detentions issued in a day and the student is placed in the Everyone Matters Centre 8:50am-4:25pm
The Everyone Matters Centre enables students to reflect on their behaviour and they receive support from the manager in modifying their behaviour when they return to the school community.
If a student is persistently receiving and/or missing detentions then parents will be contacted and a meeting will be set up to discuss further interventions.
Consequences for persistent poor behaviour or serious incident
Internal Exclusion to the Everyone Matters CentreFixed Term ExclusionPermanent Exclusion
For students who we have ongoing behaviour concerns, we will consider an Individual Behaviour Plan and a Pastoral Support Plan.
### GCSE Exam Timetable
### GCSE Exam Revision
### Student Email
To access your emails please click on the email access link on the black bar at the top of this page.
### E-Safety
The internet is an amazing place and a wonderful resource and our aim is to help make the internet a great and safe place for you to support your learning and add to your experiences. To do this we must make sure you are safe on line and use this fantastic tool both creatively but also responsibly.
The link below might help
http://www.childnet.com/young-people
The download about managing your online profile might also be a useful
Online Profile PDF add here
For advice and guidance on how to stay safe online see the website below
https://www.virginmedia.com/blog/online-safety/childrens-internet-safety-test
### Rainford Connect (VLE)
To use Rainford Connect, visit: https://connect.rainford.org.uk/login/index.php
### Anti-bullying Ambassadors
The anti-bullying ambassadors are a group of students who have volunteered to help deal with any bullying issues that arise around and within school. The group has meant for a number of training and strategy sessions at the end of last term and we look forward to this group helping Rainford High to be an even happier place where students can receive good support and advice from their peers to help stop bullying and address it effectively when it occurs.
### Drop In Clinic
EVERY WEDNESDAY DROP IN CLINIC OPEN TO STUDENTS FROM ALL YEAR GROUPS
Receive friendship, relationship and sexual health advice and support from someone you know and can trust. Our school nurse, Rachel Hankin, provides a confidential service every other Wednesday at lunch time (ask first aid room for details of days and room).
Your school nursing service can work both in and out of school to help provide or find you support about: keeping healthy, immunisations, emotional health, weight management, sexual health, smoking, drugs and alcohol.
### Year 10 Mocks
### Health & Well-Being App
A mobile phone ‘app’, which has been specifically developed to support teenagers in St Helens, will be the first of its kind in the country when it’s launched this Thursday at Cowley 6th Form College.
NHS St Helens Clinical Commissioning Group (CCG) and St Helens Borough Council have jointly developed the ‘app’ which will provide information about a range of health conditions as well as advice on health related and social issues which affect young people, such as bullying and sexual exploitation, there is also a website carrying the same information.
The website and phone app are completely free to use and download, and has been developed alongside young people in the Borough. A number of schools in St Helens are backing the app and will be promoting it with their students in the next few months.
The St Helens teenage phone app is available for free on Google Play and the Apple Store – just search for St Helens health advice for young people.
You can log on to the website at www.sthelenshealthadviceforyp.uk
Read St. Helens Star article
### Connect
### Remote Desktop Connection
To use Remote Desktop, go to: https://desktop.sthelens.org.uk/RDWeb/Pages/en-US/getstarted.aspx
### Ambassador of Sport
This is the ambassador of sport page
### Sports Presentation
This is the sports presentation page please click the link to download the presentation form the evening. Sports Presentation 2019
### Rainford High PE kit
The PE kit is supplied in uniform shops in St. Helens town centre or you can press the links below to order online.
Rainford High School Archives - Whittakers School Wear
Rainford High School | Product categories | Slaters Schoolwear (slaters-schoolwear.co.uk)
Rainford High — Jaymax (jaymaxuniforms.com)
Medical Issues – Kit for all policy
If a student is unable to participate in his or her PE lesson due to illness or injury, they must bring a note from their parents or guardian which explains the reason for non-participation.
Even if excused, students are required to bring their PE kit (including warm clothing for outdoor activities). This is in order for them to participate fully in the capacity of a leader, coach or official. It also prevents their uniform from becoming wet in inclement weather.
Emails sent on the day of the lesson are not always guaranteed to be received by staff prior to the lesson. As a result, a written note remains the preferred method of communication for non-participation.
PE Kit sanctions
In the event where pupils don’t have the correct PE kit but are able to take part in the lesson they will receive a standards detention on the first occasion before moving to an after-school detention for repeated failure to bring the correct kit.
If pupils don’t bring their full PE kit they will be offered the chance to participate in PE with the departments additional kit (washed between use and exchanged for students tie for the lesson).
If students opt not to borrow the additional kit or are unable to take part in the lesson due to kit issues they will be given an afterschool detention for the following day.
PE Kit
In line with the current DFE guidance we have strived to make our PE kit affordable. With this in mind we ask that pupils wear a combination of the options below. For example, a PE polo shirt, shorts and plain black socks would be considered appropriate PE kit.
If parents prefer for financial reasons, students can wear unbranded, colour matched alternatives but these must match the style and colour of our PE kit.
Upper body - Short sleeve / long sleeved Rainford PE shirt
Lower body - Rainford Shorts / Leggings or tracksuit pants – No cycling shorts
Socks – Rainford football socks or shorter length plain black socks
Additional options – pupils can also choose to have an optional extra of the Rainford Hoodie or ¼ zip to provide warmth in the colder months.
### Sports Council
### Extra-curricular Programme -
SUMMER EXTRA CURRICULAR PROGRAMME
Below is our Extra Curricular programme which will run up until the Easter Holidays. Matches will be arranged throughout the week & on training nights so keep an eye out for any fixture and match updates on our notice boards near the PE office.
### Sports Fixture List
Fixtures 2019/20
November
4/11/19 – u16 Girl’s Football v Wright Robinson (a)
7/11/19 – Y8 Boy’s CV Football @ Ruskin Drive
12/11/19 – Y7 Boy’s CV Football @ Ruskin Drive
18/11/19 – Y7 Boy’s football Festival @ Ruskin Drive
19/11/19 – Y10 Boy’s Rugby League Festival @ Cowley
20/11/19 – Y8 Netball festival @ Sutton Academy
21/11/19 – Y9/10 Girl’s Football festival @ Cowley
21/11/19 – Y9 Boy’s Football v Cowley
25/11/19 – Y10 Boy’s Football Festival @ Ruskin Drive
25/11/19 – Y7/8 Girl’s Football v Rainhill (h)
26/11/19 – Y8 Boy’s Rugby League Festival @ Cowley
27/11/19 – Y9 Netball Festival @ Sutton Academy
28/11/19 – Y7/8 Girl’s Football Festival @ Cowley
December
02/12/19 – Y8 Boys Football Festival @ Ruskin Drive
03/12/19 – Y9 Boys Rugby League Festival @ Cowley
04/12/19 – Y7 Girls Netball Festival @ Sutton Academy
05/12/19 – Girls Rugby League Festival @ Cowley
09/12/19 – Y9 Boys Football Festival @ Ruskin Drive
10/12/19 – Y7 Boys Rugby League Festival @ Cowley
11/12/19 – Y10 Girls Netball Festival @ Sutton Academy
12/12/19 – Y7/8 Girls Rugby League Festival @ Cowley
January
13/01/20 – Y7 Boys Football Festival @ Ruskin Drive
14/01/20 – Y10 Boys Rugby League Festival @ Cowley
15/01/20 – Y8 Girls Netball Festival @ Sutton Academy
16/01/20 – Y9/10 Girls Football Festival @ Ruskin Drive
20/01/20 – Y10 Boys Football Festival @ Ruskin Drive
21/01/20 – Y8 Boys Rugby League Festival @ Cowley
22/01/20 – Y9 Girls Netball Festival @ Sutton Academy
23/01/20 – Y7/8 Girls Football Festival @ Ruskin Drive
27/01/20 – Y8 Boys Football Festival @ Ruskin Drive
28/01/20 – Y9 Boys Rugby League Festival @ Cowley
29/01/20 – Y7 Girls Netball Festival @ Sutton Academy
30/01/20 – Y9/10 Girls Rugby League Festival @ Cowley
February
03/02/20 – Y9 Boys Football Festival @ Ruskin Drive
04/02/20 – Y7 Boys Rugby League Festival @ Cowley
05/02/20 – Y10 Girls Netball Festival @ Sutton Academy
06/02/20 – Y7/8 Girls Rugby League Festival @ Cowley
March
02/03/20 – Y7 Boys Football Festival @ Ruskin Drive
03/03/19 – Y10 Boys Rugby League Festival @ Cowley
04/03/20 – Y8 Girls Netball Festival @ Sutton Academy
05/03/20 – Y9/10 Girls Football @ Ruskin Drive
09/03/20 – Y10 Boys Festival @ Ruskin Drive
10/03/20 – Y8 Boys Rugby League Festival @ Cowley
11/03/20 – Y9 Netball Festival @ Sutton Academy
12/03/20 – Y7/8 Girls Football Festival @ Ruskin Drive
16/03/20 – Y8 Boys Football Festival @ Ruskin Drive
17/03/20 – Y9 Boys Rugby League Festival @ Cowley
18/03/20 – Y7 Girls Netball Festival @ Sutton Academy
19/03/20 – Y9/10 Girls Rugby League Festival
23/03/20 – Y9 Boys Football Festival @ Ruskin Drive
24/03/20 – Y7 Boys Rugby League Festival @ Cowley
25/03/20 – Y10 Girls Netball Festival @ Sutton Academy
26/03/20 – Y7/8 Girls Rugby League Festival
### Sports News
This is the sports news page and will be replaced with a category listing
### Sports
### Student Support
SARC - School Around The Child
The System outlined below will supplement the Behaviour for Learning Policy by identifying clear levels of support for students. It outlines the role of all staff involved in the process and clearly shows the next steps for students who continue to underperform and/or demonstrate unacceptable behaviour.
At each stage support and advice can be sought from the Pastoral Support and Learning Support Teams.
Form Tutor Support Stage
The Form Tutor leads this initial stage of the process as they know their students well and should be aware of home, academic or personal issues that might impact on the student. As a result of tracking information provided by the Progress Leader (typically underachievement in 3 subjects) and/or the number of audits over a period of two weeks (5 negative audits), the Form Tutor will implement the process below:
Meeting between Form Tutor, student and if possible parents. If parents are not in attendance they need to be informed of the outcome. A “Student Profile Form” will be completed by the Form Tutor during this meeting and a summary of the meeting will be recorded on the Events Log in eportal.
The Form Tutor will email relevant teaching staff requesting details of subject based interventions/support plans. Throughout the process the subject teachers, in areas of underperformance, must implement relevant interventions and Curriculum Leaders will have an overview of this.
Form Tutor may make referral to Student Support Team for Light Touch Support Brief after discussion with the Progress Leader.
Student to be placed on Student Support Card ~ Form Tutor with agreed targets set by the Form Tutor. This card will run initially for two weeks with one of the following outcomes dependant on how the student engages with the process:
All targets are met and student performance is back on track ~ the student is taken out of the process
Targets are partially met and the student is engaging with the process ~ the process can be continued for a further two weeks for a maximum of six weeks in total.
The student is not engaging in the process and is making little if any progress towards meeting the set targets ~ the student is referred to the Progress Leader and SARC Stage 1 will be implemented.
The Form Tutor must ensure key events are summarised on the student Events section of eportal so that a support log is built up.
SARC Stage 1 (Progress Leader)
This stage will be triggered by one of the following circumstances:
1. Escalation from Form Tutor Support Stage
2. Immediate implementation by Progress Leader due to a significant level of underachievement identified through data tracking or an unacceptable number of audits in a two week period (10 or more).
The Progress Leader will take the lead at this stage contacting relevant subject teachers requesting details of subject interventions/support plans. Throughout the process the subject teachers, in areas of underperformance, must implement relevant interventions and Curriculum Leaders will have an overview of this. The Progress Leader will arrange an initial meeting with the student, form tutor and parents. A Support Action Plan will be drawn up by the Progress Leader during this meeting.
The Progress Leader may request additional intervention from the Student Support team in the form of a "Medium Support Brief" and support from the SENCO in the form of a Learning needs assessment,
The student will be placed on a Student Support Card ~ SARC Stage 1 and agreed targets will be set by the Progress Leader.
This stage of support will last for a maximum of six weeks and will be formally reviewed every two weeks when the Progress Leader will decide whether:
The student is taken out of the process
SARC Stage 1 continues for a further two weeks
The student is moved to SARC Stage 2 as insufficient progress is being made.
SARC Stage 2 (Assistant Principal)
Students will be placed on this stage of the system if they have failed to engage successfully at SARC Stage 1. The Assistant Principal will hold a meeting with the student, parent, Progress Leader and any other relevant professionals.
A "Support Action Plan" will be drawn up by the Assistant Principal during this meeting in the form of an IBP. The Assistant Principal will email relevant teachers requesting details of departmental intervention/support plans. Throughout the process the subject teachers, in areas of underperformance, must implement relevant interventions and Curriculum Leaders will have an overview of this.
The student will be placed on a student support card ~ SARC Stage 2 and agreed targets will be set by the Assistant Principal.
The Assistant Principal will seek enhanced support from the Student Support Team in the form of a "High Priority Brief" and the SENCO will arrange for appropriate support to be provided.
This stage of support will last for a maximum of six weeks and will be formally reviewed every two weeks when the Assistant Principal will decide whether:
The student is taken out of the process
SARC Stage 2 continues for a further two weeks
The student is moved to SARC Stage 3 as insufficient progress is being made and the IBP is failing.
SARC Stage 3 (Vice Principal)
Students will be placed on this stage of the system if they have failed to engage successfully at SARC Stage 2 and have failed to meet their IBP. The Vice Principal will hold a meeting with the student, parent, Assistant Principal and any other relevant professionals.
A new support action plan will be drawn up by the Vice Principal during this meeting in the form of a PSP. The VP will email relevant teachers requesting details of departmental intervention/support plans. Throughout the process the subject teachers, in areas of underperformance, must implement relevant interventions and Curriculum Leaders will have an overview of this.
The VP will seek enhanced support from the Student Support Team in the form of a High Priority Brief and the SENCO will continue to ensure appropriate support is provided.
The student will be placed on a Student Support Card ~ SARC Stage 3 and agreed targets will be set by the Vice Principal.
This stage of support will last for a maximum of six weeks and will be formally reviewed every two weeks when the Vice Principal will decide whether:
The student is taken out of the process and moved back to an agreed stage.
SARC Stage 3 continues for a further two weeks (up to a maximum of six weeks)
The student is moved to SARC Stage 3 as insufficient progress is being made and the PSP is failing.
SARC Stage 4 (Principal)
Most students would be expected to show significant improvement prior to this stage. Students will be placed on this stage of the system if they have failed to engage successfully at SARC Stage 3 and are failing their PSP. The Principal will hold a meeting with the student, parent, Vice Principal and any other relevant professionals.
A support action plan will be drawn up by the Principal during this meeting in the form of a revised PSP. Additional support will continue to be provided and teaching staff will provide details of departmental interventions. Throughout the process the subject teachers, in areas of underperformance, must implement relevant interventions and Curriculum Leaders will have an overview of this.
The student will be placed on a Student Support Card ~ SARC Stage 4 and agreed targets will be set by the Principal.
This stage of support will last for a maximum of six weeks and will be formally reviewed every two weeks when the Vice Principal will decide whether:
The student is taken out of the process and moved back to an agreed stage.
SARC Stage 4 continues for a further two weeks (up to a maximum of six weeks)
A managed transfer or alternative education is considered.
When a student is taken out of the process it will be made clear that their current level of progress must now be sustained. If progress or behaviour regresses then the student will re-enter the system at the point they were removed.
### Learning Apps
Khan Academy
Free Online Tutorials on almost any topic help reinforce or even improve your understanding from your lessons
Search for it in Itunes or on google apps
Please let us know of the online learning you find most useful so we can share it with all our students.
### Teaching and Learning
Teaching and Learning at Rainford High Technology College is all about students making good progress. To be sure that progress occurs we expect every lesson to contain four key principles. These are: Engagement, Challenge, Independent Learning and Assessment for Learning.
At Rainford we are continually evaluating the quality of teaching and learning and identifying ways it can be improved for every student. As a school we are striving to provide the best quality of learning experience for all our students that develop knowledge, skills and understanding along with qualities such as teamwork and resilience to ensure the students at Rainford High become successful, independent and lifelong learners.
We are developing the learners and teachers understanding of what great teaching and learning is so that by working together we can achieve the best results for every child in the school. The classroom is an environment where teacher and student must work together in a focused and challenging environment that allows the student to be supported to take risks in their learning so they can make discoveries, build knowledge and develop understanding.
Teachers work on developing and improving their teaching styles and strategies throughout the year and have the opportunity to be involved in development and coaching programmes to work on becoming the best teacher they can so that every child in every lesson makes good progress.
Teaching and Learning is the key driver to fulfilling the school ethos of Everyone Matters, Everyone Helps and Everyone Succeeds.
### Learning
As a school our core purpose is to develop learning for life. We are a learning community and Rainford High is committed to developing learning skills for everyone who is part of our community. As teachers and adults we need to be role models to our students and demonstrate that learning is something that takes place both inside and outside of school. We are living in rapidly changing times where the ability to access new knowledge and learn new skills will be one of the most significant abilities people have to ensure they are successful and productive throughout their lives in the future. We are focused on developing the most effective learning and teaching strategies to ensure that our students receive engaging and challenging learning opportunities that ensure they make good progress and fulfil their potential. We are committed to providing our school staff with high quality professional development to help us to become the best school possible and give all our young people a high quality school experience.
### National Poetry Day
Rainford High embraced National Poetry Day. In form time, pupils learnt about different types of poetry, in both the written and spoken word, and created their own poems. In all lessons throughout the day, pupils engaged in a range of poetry activities related to the subjects they were studying. From acrostic poems about the meaning of Religion to its use as a revision tool for students studying GCSE History, poetry was alive across the school. Pupils particularly enjoyed seeing the written word come alive, with pupils acting out of poetry in Drama lessons and others doing a Spanish rap to explain the present tense.
To celebrate the event, the English department organised an in-house poetry competition with Year 8 pupils, with the best entries being submitted to the national Poetry Trials competition. A dozen Year 8 pupils were also fortunate enough to participate in a poetry workshop in Parr library by leading spoken-word poet, Steven Camden. Pupils participated in a variety of activities: trying tongue twisters, learning about the difference between concrete and abstract nouns and were given the chance to write their own poetry, being guided to write their thoughts on a page without stopping under the title of “It’s easy to..” Cameron Scott who went on the trip said “It was really fun. A lot more fun than I thought it would be as it gave us the chance to meet lots of new people and the poet was really inspiring.”
At lunch-time, pupils created a Poetree in our new, state-of-the-art library, showcasing their creativity through art and poetry. However, the buzz around poetry did not come to an end on Thursday, with a surprise visit from European Slam Poet Champion, Miko Berry, on Friday. Miko burst into lessons, much to the delight of pupils, performing his poems on subjects that resonate with school pupils, such as bullying, as well as his famous tongue twisters such as 'red lorry, yellow lorry' without making any verbal slip-ups. The news of Miko being in school quickly spread with his performance of the motivational ‘This is your day’ in the quad at lunch-time being eagerly anticipated and enjoyed by all.
### International Literacy Day
Rainford High celebrated International Literacy Day. The focus on literacy started in form-time where pupils enjoyed taking part in competitive literacy quizzes and countdown conundrums. Throughout the day, literacy was alive in all subjects. Each department embraced the event, planning literacy-based activities, from hot-air balloon debates in R.E. and adverb warm-up games in Drama, which developed pupils’ speaking and listening skills, to the use of ‘word coins’ in Technology to encourage pupils to use correct technical language.
There was also a host of literacy activities outside of lessons. At break-time, there was a ceremony to celebrate the excellent work that our Year 10 Literacy Leaders completed last year and they were presented with their certificates and badges by Mr Young, who then officially opened our new, state-of-the-art library. Listen out for the official name of this new facility which will be announced once all pupils’ suggestions have been considered this week.
At lunch-time, the Literacy Leaders, supported by the school’s librarian, Mrs Relf and Associate Principal for Literacy, Mrs Wheelock, organised a range of literacy-based activities for all pupils to enjoy in the library. There was punctuation treasure hunt which enabled pupils to familiarise themselves with their new environment, while gaining a better understanding of key punctuation terms. Pupils were also keen to try the new computers and enjoyed taking part in interactive grammar games online. However, the activity which generated most interest amongst pupils and staff was the inter-form spelling and grammar treasure hunt which took place in and around the library. The amount of entries and the accuracy of answers were astounding, with the winners not only correctly identifying the mistakes but also explaining why they were wrong. Congratulations are due to Lucy Boycott and Thomas Ralfs (Year 7), Hope Jordan (Year 8), Thomas Barber (Year 9), Jasmine Sealeaf (Year 10) and James Hooton (Year 11) who will be presented with their certificates and prizes in assembly this week.
Some pupils simply wanted to enjoy the new library and browse the thousands of new books which have been especially selected to help support them in their studies as well as to foster a love for reading. In addition to the books available for loan in the library, hundreds of books were brought in for our book swap, showing that many pupils and teachers already have a love for reading.
The literacy buzz was not just limited to the library, with many departments organising extra-curricular literacy activities at lunchtime, such as a spelling bee and homophone bingo competitions in English to the favourite quotation wall and interpretation of monologues in Drama.
The day was a great success in raising awareness that good literacy skills are vital to succeed in all subjects!
### Reading -
"The more that you read the more that you will know the more that you learn the more places you will go."
Why is reading so important?
Whether or not reading is something we enjoy, we cannot deny that the ability to read is a fundamental skill and to be able to read with confidence is very important. In a world where there are so many other things we could be doing with our time, reading often falls to the bottom of the pile. With a screen to entertain us, why would anyone take the time to pick up a book? Here is why……
Reading increases vocabulary and helps to improve communication skills
Reading makes us better spellers and writers
Reading improves focus and concentration
Reading improves imagination
Reading reduces stress
Reading improves memory
Reading increases intellect and leads to academic success
Reading increases capacity for empathy
Reading is entertaining
Research suggests Children who read books often at age 10 and more than once a week at age 16 gain higher results in maths, vocabulary and spelling tests at age 16 than those who read less regularly.
At Rainford High your child will be encouraged to read in different ways throughout the curriculum in lesson time, your child will also be asked to read 12 articles per year per subject through homework’s set by subject teachers. They will be asked to take a short quiz after each of the articles to check their comprehension of what they have read.
What can I do at home to support my child’s reading development and help them to reach that 15 years and 6 months reading age to access the GCSE paper
At Key Stage 3 you can –
Help your child to find a text that they enjoy. Let your child see you reading and discuss books that you have read.
Visit local libraries and book shops regularly and look for books that link to your child’s interests, films or hobbies. Choose books that are an appropriate reading level, to avoid frustration.
News articles, current events, comics and non-fiction books are all good ways of encouraging reading for pleasure.
It is recommended that 15-30 minutes of reading will have great benefits and will help students to develop a love of reading. If your child is willing, choose sections of the text to discuss and tease out some of the issues that crop up.
At Key Stage 4 you can –
Open a discussion about what your child dislikes, or finds difficult about reading and try to establish a way to make a change.
Encourage your child to find texts they enjoy; choice and interest is key. This can be non-fiction and extracts rather than a whole text to start. You may find text ideas together, from your own selection, or seek advice from school. Use the school library or English department to access fiction and non-fiction extracts for them to explore. This will establish the right subject matter, before concentrating on an entire text.
Seek out fiction and/ or non-fiction linked to your child’s interests. Biographies of well- known Scientists, The Enigma Machine for students who enjoy maths for example.
Useful links:
https://www.booktrust.org.uk/books-and-reading/bookfinder/
https://schoolreadinglist.co.uk/
https://www.lovereading4kids.co.uk/
### Key Stage 3 Literacy Key terms
Using correct spelling is important in all subjects, not just in English. GCSE examinations sat from 2018 onwards will have an explicit SPaG component, meaning that marks will be awarded or deducted for the correct spelling, punctuation and grammar. To help pupils to improve and consolidate correct spelling in all subjects, each Curriculum Area has devised a key words list which has been brought together in the Key Stage 3 key terms document here. Pupils will be regularly tested on their knowledge of these key words in lessons and fun and competitive form-time spelling bees will be introduced to ensure that all pupils are routinely learning the spelling of these key word
### Termly Focus
Each term we have a different focus for literacy as decided on by our Literacy Co-ordinators in each Curriculum Area. This term is the correct use of conjunctions! Many people may also know these as connectives, but we are trying to be consistent in the terminology taught from primary school right through to sixth form, so are going to use the term conjunction for a word or phrase used to connect clauses or sentences together. Form-time literacy activities and quizzes, as well as a focus on the correct usage of a wide range of conjunctions in all lesson, will ensure you will use them correctly.
To download the Conjunctions Map please click here
### Literacy
“Literacy is a key lever of change and a practical tool of empowerment on each of the three main pillars of sustainable development: economic development, social development and environmental protection.” Former UN Secretary-General, Kofi Annan.
The four strands through which we will improve whole-school literacy at Rainford are:
Extended writing.
Reading.
Communication (speaking & listening).
Raising the profile of literacy.
Activities to improve pupils’ literacy will be implicitly taught in weekly form-time activities and through all Curriculum Areas. Pupils’ work in all lessons will be marked for literacy, using the whole-school literacy marking codes shown in the literacy guide for pupils and parents below.
Literacy guide for pupils and parents Click Here
### Number Day & PI Day
On Friday 3rd February 2017, Rainford High took part in the NSPCC Number day.
The NSPCC believes that all children deserve a childhood free from harm but, sadly, that’s not the case for many children. That’s why the NSPCC is fighting for every childhood and working to help keep children safe from abuse.
Number Day was a great way to make maths fun and bring about a positive, “can-do” attitude towards it.
There were a variety of events taking place on the day including: Dress up for Digits, Maths Catchphrase, Maths Magic, Whole school Bingo, Teacher versus students Countdown, Maths treasure hunt, Maths teacher number puzzles, Number cake sales and many more number activities within lessons.
A big thank you to the Maths Ambassadors and all the staff who made the day such a success.
On 14th March 2019 members of the Maths department took part in a celebration of Pi day. Students were invited to make a donation to charity for the opportunity to throw a “Pie” (a paper plate covered in cream) at their favourite (or least favourite) Maths teacher!
These two events raised over £1000 for charity, thank you to everyone who took part and contributed.
### Numeracy Ninjas
Numeracy Ninjas is a numeracy intervention designed to fill gaps in students’ basic mental calculation strategies and also to empower them with the numeracy skills and fluency required to fully access GCSE Maths concepts.
Furthermore, through growth mindsets and the promotion of regular practice, we want to ensure students’ perception of maths is positive and one in which they take pride and enjoyment.
Numeracy Ninjas is a project driven by the belief that all students can leave school functionally numerate.
One form time a week students complete a 5 minute skills test which includes: 10 questions on mental numeracy calculation strategies, 10 timetables questions and 10 questions on key topics that must be mastered.
The tests are marked in class by students who record their Ninja Score out of 30. This corresponds to a particular colour Ninja Belt.
Only a Ninja Score of 30 will earn students the coveted Black Ninja Belt!
This little-and-often approach, in combination with a research-informed rota, which systematically plans the revisiting of skills, ensures students’ improved numeracy skills and fluency are retained over time.
### UKMT Maths Challenge
The UKMT Individual Maths Challenges are lively, intriguing multiple choice question papers, which are designed to stimulate interest in maths in large numbers of pupils. The three levels cover the secondary school range 11-18 and together they attract over 600,000 entries from over 4,000 schools and colleges.
For more information on the Trust please follow the link below.
United Kingdom Mathematics Trust
### Maths Mastery
Rainford High Technology College has joined The Mathematics Mastery partnership which aims for exceptional achievement for all students through exemplary teaching.
Mathematics Mastery strongly believe in an entitlement to a great mathematics education for all students, whatever their background or prior attainment. Central to this is the belief that everyone can improve and effort is more important than “ability”
Lessons focus on problem solving and depth of understanding. We want children to think like mathematicians, not just DO maths.
We believe that pupils should:
Explore, wonder and question
Compare, classify and sort
Experiment, play with possibilities, modify things and see what would happen
Make theories, predictions and draw conclusions
All Year 7 and Year 8 students will follow the Mastery programme.
Mathematics Mastery is a long-term programme based on evidence and research. Although it’s in its early days of implementation, research by the University of Central London and the University of Cambridge has shown impact even after only one year of use which you may have seen through the press attention earlier this year.
### Numeracy
Rainford High School is committed to raising the standards of numeracy of all of its students. We want our students to be confident, capable and have a love of all aspects of numeracy. This will support their learning in all areas of the curriculum and help them acquire the skills necessary to achieve success in further education, employment and adult life.
### Severe Weather
Sometimes it is necessary for schools to close because of adverse or severe weather, loss of utility services (such as electric, gas or water) or other emergencies. Rainford High will work hard to keep the school open wherever possible but sometimes circumstances mean that they have to make a decision to close the school or send students home early.
For latest information Parents can/will:
Receive a text notification
Check the School Website for a notifying message by the Principal
Check the School Website regularly for updates
Check BBC Weather Forecast
Read School Winter & Adverse Weather Plan
Check Wish 102.4FM website for School Closure information
Listen to Wish 102.4FM for regular updates regarding school closures
Check St.Helens Council Website for Latest School updates
Check St.Helens Council Website for advice on Severe Weather
In the event of school closure during the school day students may:
Remain in school until collected
Make their own way home
Make their own way to another destination (as permitted by their parents)
School will recommence as soon as possible on the next working day after the site is determined safe and available for use.
### Keeping Safe
Children and young people spend a lot of time online – it can be a great way for them to socialise, explore and have fun. But children do also face risks like cyberbullying or seeing content that's inappropriate.
Whether you're unsure about what happens online or are up to speed with new technology, it's important that you talk to your child about keeping safe.
It may feel daunting, but you don't need to be an expert on the internet. Understanding what children do online and the risks they face will help you keep your child safe online. Below are some links to help you keep your child safe:
Instagram
Kik Messenger
Omegle
ooVoo
WhatsApp
YouNow
YouTube
### Ofsted
Rainford High Technology College’s latest Ofsted Report can be downloaded using the link below and further details can be found on the Ofsted website.
Ofsted Inspection Report 2015
Ofsted Inspection Report: Letter to Parents 2015
We are trying to improve the quality of education at Rainford High all the time. If you would like to give us feedback please follow the link to parent view below
http://parentview.ofsted.gov.uk/
http://dashboard.ofsted.gov.uk/
Parent View - Give Ofsted your view on your child's school
Performance
DfE School Performance Tables
### Accessibility
The school building was completely rebuilt and refurbished in 2010 and now provides excellent learning facilities suited for the 21st Century. The new building was managed by St Helens Council as part of their Building Schools for the Future programme working in partnership with Interserve as both builders and the on-going Facility Managers.
The school building and premises were built in full compliance to the Disability Discrimination Act (DDA) 1995 and in recognition of the Equality Act 2010.
The school boasts full access to all areas including lifts to all floors, wide doors to all rooms, ramps to all areas of the grounds, lighting in all areas and furniture and fittings to meet appropriate needs.
Where required for individual pupils with specific needs, the SENCO, working with relevant agencies, will identify additional adjustments and these will be implemented where appropriate.
Rainford High is committed to ensuring that Everyone Matters, Everyone Helps, Everyone Succeeds.
### Prospectus
The Rainford High prospectus can be viewed here.
### Open Evenings
Our open evenings take place each September where we open our doors to Year 5 and 6 students to experience our fantastic school and what life at Rainford High can offer.
Open Evening is an opportunity to meet students and staff and gain an insight into life and learning at Rainford High.
Learn more about what we have to offer and start your journey to success with Rainford High.
Take a look at Rainford High's prospectus and Rainford High Sixth Form's prospectus
### Primary Liaison & Transition
We believe strongly in forming excellent links with our primary schools to support the smooth transition from primary to secondary education.
Our feeder primary schools are:
Bleak Hill Primary
Rainford Brook Lodge Community Primary
Billinge Chapel End Primary
Eccleston Mere Primary
Rainford Church of England Primary
St.Aidans Church of England Primary
Garswood Primary School
The year 5 pupils from our feeder schools spend a day with us taking part in Maths, Science and Technology and love experiencing our fantastic facilities. Our science staff have visited some schools to support them with National Science Weekend our Year 10 sports leaders frequently hold events both at Rainford and go to our feeder primaries to support their sporting events.Our new cohort of Year 7 pupils spend a transition day with us as Year 6's, where they get to experience a day in the life of a Rainford High student - moving around from lesson to lesson, experiencing a whole new range of subjects and seeing first hand what high schools are like at break and lunchtimes.For any pupils that don’t come from our feeder primary schools, we invite them in for an additional day of transition, giving them the opportunity to meet others in the same situation as we fully understand that joining a school when you don’t know anyone can be daunting.
### Local Authority Admissions Information
Rainford High uses St Helens Local Authority Admissions Department to run the Academies admissions. The Academy is currently in its fifth year of being an oversubscribed establishment and prides itself on the excellent work that goes on to achieve this.
Applying for secondary schools in 2025
If your child will turn 11 between 1 September 2024 and 31 August 2025, he or she will transfer to secondary school in September 2025.
The online application system closes on the 31st October 2024.
Applications can be made here.
Before you apply
We advise you to attend the Open Evenings of the schools you are interested in.
Information on applying for September admission in Year 7 can be obtained via St Helens Council's School Admissions web page: https://www.sthelens.gov.uk/article/3298/School-admissions
For information on how to apply as an in year transfer i.e. for admission after September of Year 7 https://www.sthelens.gov.uk/article/5476/Applications-for-in-year-transfers-secondary-school-or-academy
Consider how your child will get to school and the potential transport costs.
Clarify any issues you are not sure about with staff in the School Admissions Team on 01744 671035 or email schooladmissions@sthelens.gov.uk
### Joining Us
For information on how to join us and start your journey to success, please download the Admissions Policy 2021-22
### Technology
Download Curriculum
Technology is studied by all students in each year from 7 to 11 for 10% of their time in school.
At KS3 there are five separate subjects to be studied:
Electronic Products,
Food Technology,
Graphic Products,
Resistant Materials
Textiles Technology.
Students complete a unit of each subject during the academic year.
All students in year 10 & 11 have the option to specialise in one area and complete a GCSE course in this subject
Quality is a word that is used a lot at Rainford, the design and production of excellent products is paramount in the work we do, whether it be in the presentation of a Food product or the way an electronic device is soldered together or indeed, the level of finishing required on prototypes produced in both Product Design and Textiles.
As a Technology College we have been able to invest in modern technology, this is used widely in all areas of the subject and by all students to both raise the quality of products manufactured but also to extend the range and complexity of the work produced.
Each subject area has access to Computer Aided Design and Computer Aided Manufacturing (CAD/CAM) equipment ranging form embroidery machines in textiles to conveyor ovens in Food Technology, moreover, CNC milling, routing tools, vinyl cutters and a laser cutter are used extensively in systems, product design and graphics.
The most important asset of any department is the staff, within Technology all staff are approachable and very professional and support students by providing a stimulating working environment that is both challenging and rewarding.
CADCAM
At Rainford we use Computer Aided Design CAD and Computer Aided Manufacture CAM in all areas of the Technology Curriculum.
We have the following CAD/CAM equipment for general student use.
Mercury Laser cutter 25 Watt
Mercury Laser cutter 60 Watt
2 Camm 1 Vinyl cutting machines
A STX8 sticker machine
1 Denford milling machines
1 Denford Router
2 Embroidery machines
Sublimation printing system
Roller oven
The principal software tool is Techsoft 2D design V2.
2D design is available for students to use throughout the school, it is also available at home via VPN and can be loaned from the library.
### Sociology
Download Curriculum
What is Sociology?
Sociology is the study of our society and the way it is formed. It helps us to understand the world around us, and sociologists try to explain why the world is the way it is. You will be taught by qualified and experienced teachers in this subject, who are subject specialists. The Teaching staff includes Mr. A. Hart and Miss S.Trivedi.
What students study
We use the exam board AQA, as this allows the students to assess the main areas of sociology in depth. The areas of sociology that we will look at over the two years are:
Family: How the family is structured, diverse families such as lone parents, and divorce.
Education: The structure of education in Britain, peer group pressure, why we achieve at different levels in education.
Social change and stratification: To understand different social classes, life chances, power, income and wealth and inequalities in society.
Poverty and the welfare state: understanding the welfare state, e.g. the N.H.S, job seekers allowance. Why people live in poverty in Britain today.
Power and politics: Voting behavior, power of the trade unions, political parties.
Sociology of work: What employment is and how attitudes may affect this, organisations, patterns of employment
Migration and movement: Ethnicity and age, migration between countries, urban life and rural life.
Social control and deviance: What types of individuals commit crime, stereotyping and crime, crime figures, and criminal behaviour.
How are students assessed?
There is a higher paper and a foundation paper. Students are assessed by both an examination and coursework. Depending on which level they are entered for the length of the exam will differ. The examination is in June of the second year of the course.
Higher Paper: 2 and a half hours exam. Grades available A *- C
Foundation paper: 2 Hours exam. Grades available C- F
They will also be assessed on coursework, which accounts for 20 % of your final grade. The coursework topic is based on any area of sociology we have studied, and the choice is the students’!
Careers and sociology:
Sociology is a discipline that is accepted by universities and employers. Students of sociology go onto a range of careers from:
Jobs in the media as researchers, and journalists.
Police work.
Social work.
Health e.g. health care management.
Teaching.
University researchers.
Politics.
Occupational therapy.
Government research teams.
Business and public relations.
Many students also chose sociology because it has a great basis for any area of employment, including law, medicine, social work and counselling.
Teaching and learning styles:
Within sociology we try to provide a varied range of teaching methods and learning experiences.
These will include:
Student centred learning. E.g. group work, and presentations.
Discussions.
Videos.
Handout and notes.
Internet.
Use of ICT.
Use of OHT.
Study skills development.
Questions and answer sessions.
Key word cards.
Practice examinations
Research.
Using newspapers for up to date events in the world.
Textbook searches.
### Social Sciences
Social Sciences consists of three subjects,
Psychology - Download Curriculum
Sociology - Download Curriculum
Health & Social Care - Download Curriculum
### Science
Download Curriculum
What is Science?
Science is taking the natural curiosity in the world around us, and helping to understand it.
At Rainford, we endeavour to allow students to experience the wonder of the world around us through exploration and discovery, collaborating to solve problems and gain an insight into how Science has developed and its relevance in your future.
Science GCSE Revision
The Science faculty runs a multitude of revision sessions. These can be found by clicking on the link below.
https://rainford.org.uk/Science-Revision
Rainford Connect
You can also access course information and resources using the new “Rainford Connect” site at http://connect.rainford.org.uk/ The Username/Password combination required to access Connect is the same as the student’s current school log in.
We also recommend the following resources.
http://www.kerboodle.com/
Kerboodle username is your first initial and surname.
Password is the same as your username. You will be asked to change it the first time you log on.
Institution code is vi3.
The Kerboodle website contains access to online homeworks and electronic copies of the textbooks used in school.
http://www.aqa.org.uk/
### Religious Education
Download Curriculum
Why study Religious Education?
Religion has always been with us, throughout History, it has expressed the deepest questions human beings can ask, and it has taken a central place in the lives of virtually all civilizations and cultures. As we think all the way back to the dawn of human consciousness, we find religion everywhere we turn.’ Studyreligion.org.
At Rainford High, we explore a broad range of various religious aspects including beliefs and practices of specific religion. We also investigate moral and ethical issues.
Our aim is to engage, inspire and educate our students within thought provoking and challenging lessons which enable them to discuss and justify opinions, analyse beliefs, and think ‘outside of the box’.
Religious Education at KS3
(All students receive x1 hour lessons per week.)
In Year 7, students follow Schemes for Learning which includes: An introduction to Philosophy, Creation Myths, Moses, Abraham, Judaism and Festivals.
In Year 8, students explore the religion of Islam, Inspirational role models, The belief in Jesus, Buddhism and within our last term we explore the concepts of Radicalisation and Terrorism.
In Year 9, students complete a Year of study focusing Ethics and Religion including Capital Punishment, Abortion, Forgiveness, Business Ethics and The Holocaust.
Religious Education at KS4 – RED DAY (Religious Experience Days)
All students in Years 10 and 11 participate in RED DAYS focused on Religious Experience. Students Learn through experience and some of our most recent events have included:
Learning about the Holocaust – Students completed x4 workshops focused on the Holocaust. This was followed by meeting a Holocaust survivor and completing a question and answer session.
MD Productions – A bespoke company using street dance, body art and expression to teach about Equality and Diversity.
Philosophy and Ethics Day – A range of workshops focused on Ethical issues including Life Charity (Abortion) , Animal Aid (Cruelty to Animals) and Radio City (Ethical issues surrounding Alcohol and Drugs).
Religious Education at GCSE
All students follow the AQA Religious Studies specification.
There are x2 components which students complete:
Component 1: The study of religions: beliefs, teachings and practices
Students study the following religions:
Christianity
Judaism
Component 2: Thematic studies:
Students study the following units:
Theme A: Relationships and families (Marriage and Divorce, homosexuality and Contraception)
Theme B: Religion and life. (Abortion, Abuse to Animals and Creation)
Theme D: Religion, peace and conflict. (Reasons for War, Christian Aid and Peace)
Theme E: Religion, crime and punishment. (Capital Punishment, Forgiveness and Terrorism)
Religious Education at KS5
We are a popular subject at A level and deliver the OCR Philosophy, Ethics and Developments in Christian thought modules Specification.
Subjects explored include
Philosophy – Ideas concerning how a God exists, Evil and Suffering and Life after Death.
Ethics – Ethical theories including Natural Moral Law and Kant, Business ethics, Sexual Ethics and The Conscience
Developments in Christian thought – Gender and Society, The Person Of Jesus and Death and the Afterlife.
Enrichment
The enrichment opportunities in Religious Education are wide and varied. Here are just a few of the opportunities students at Rainford have experienced recently:
• For GCSE and A Level students a day trip to the Liverpool Anglican Cathedral and the Liverpool Synagogue including a workshop exploring the topic of ‘Beliefs of Christians and The Jewish Community’.
• A guest speaker from the charitable organization ‘Life’ visited school to discuss the topic of Abortion with all RS pupils.
•A day visit to Cadburys world for all Post 16 students focused on Business Ethics.
In the past 2 years all GCSE and ALevel students have had the opportunity to meet a Holocaust Survivor.
### Physical Education
Download Curriculum
In PE we aim to provide a broad and balanced curriculum that caters for all students and educates them physically, morally, socially and cognitively.
All students in Key Stage 3 and 4 have one double lesson of PE per week.
Year 7 and 8 alternate between Indoor and Outdoor activities each week.
Key Stage 3 students are taught in single gender groups in either a setted or mixed ability (single gender) group, depending on their year group, ability, attainment and effort.
Year 9
Year 9 students study a 'bridging' - Key Stage 3 to 4 transition curriculum that aims to allow for more informed choices during the Key Stage 4 options process and prepare them more effectively for PE and Sport examination and core courses in Year 10. In Year 9 all students study a carousel of the 5 units shown below:
During the KS4 Core Curriculum a flexible and student centred options system is utilised, in order to promote maximum participation and achievement.
Students are able to choose their preferred 'Learning Pathway' from the areas of 'Team Games',' Fitness & Health', Individual Pursuits' or 'Leadership & Coaching'.
All students are encouraged to gain National Governing Body Leadership / Coaching Awards. A very popular Level 1 Sports Leaders Award is offered, with students assisting in the planning and implementation of departmental and local authority / community sporting events.
All students are given the opportunity to use specialist off-site facilities (when and where available) such as local fitness suites, golf driving ranges, climbing walls, in order to enhance their levels of enjoyment, progress and achievement.
GCSE
An increasingly large number of students choose to study one of two examination courses offered:
GCSE PE: This is a very successful course in which students achieve consistently fantastic results (2015 = 88% A*-C, 2016 = 88% A*-C)
Course Content: 40% Practical (3 assessed activities, one team game, one individual and 1 choice of either plus Analysis of Performance in 1 chosen activity), 60% Theory.
BTEC Sport: An increasingly popular course that aims to further the link between theoretical and practical sport. Assessment is 25% external exam and 75% assignment based. This suits learners who work consistently hard and are looking towards further BTEC study or sports related employment post 16.
BTEC Sport
We also run successful BTEC Sport courses. More info can be found on the College Website
Extra Curricular.
We operate a wide ranging extra-curricular programme that caters for those students wishing to join school teams and compete in inter-school competitions, as well as those who seek more recreational aspects of PE and sport.
We have very successful school teams in Rugby, Netball, Football, Basketball, Rounders, Cricket and Athletics and many students gain county, regional and national recognition. We also provide recreational badminton, fitness and dance clubs. All students are encouraged to participate in aspects of out of hours sporting activity.
### Music
Download Curriculum
The department has built up an impressive stock of instruments students can access, 3 full drum kits, 3 electric drum kits, 3 timpani, string, woodwind and brass instruments to trial, plus over 30 bass, electric, acoustic and classical guitars. Furthermore, our ‘Learning Plans’ ensure that all students use our Macbooks, drum machines and keyboards in classroom music making everyday.
Accommodation & Resources
Situated in the North block the music department is well equiped and has ample room for all types of musical ensembles.
The Music Departtment consists of:
Two large teaching classrooms and 5 practice rooms for small ensembles and instrumental lessons and a Recital Room for larger ensemble work, extra curricular rehearsals and GCSE and A-Level curriculum work.
Staff
Mrs G Bocker: Curriculum Leader, BKR@rainford.org.uk
Mr M Ascroft, ASC@rainford.org.uk
Mrs E McFadden, MFD@rainford.org.uk
Instrumental Tuition
Visiting private Instrumental Tutors support the music department providing peripatetic music lesson 1 to 1 or in small groups.
A wide range of instruments are catered for…
Flute
Clarinet
Saxophone
Oboe and Bassoon by our WOODWIND tutor
Trumpet
French Horn
Trombone
Tuba
Cornet
Tenor Horn
Euphonium
Baritone and Bass by our BRASS tutor
Violin
Viola
Cello and Bass by our orchestral STRINGS tutor
We also have professional tutors offering lessons on:
Piano/Electronic Keyboard
Drums
Voice
### Modern Languages
Download Curriculum
The MFL department aims to stimulate a love of language learning in all pupils which will enable them to develop their potential as outward looking citizens. Our main aims are:
To empower students as effective learners and users of foreign languages, socially, professionally and academically
To engender in learners respect of and interest in cultures other than their own
To motivate and inspire pupils by balancing challenge with support
To develop and extend competence in using ICT to support language learning
MFL at Key Stage 3
In Year 7, all students study Spanish and follow Schemes for Learning which include: free time, town and region, and myself.
In Year 8, all students continue with Spanish and study: clothes, holidays and food.
In Year 9, all students continue with Spanish and study: health, school and future plans, and holidays. In addition to this, there is the opportunity for some students to also study French.
MFL at Key Stage 4
Students follow the WJEC syllabus in GCSE Spanish/French. Students have 3 lessons per week (a double and a single).
Post-16
We offer both Spanish and French at AS and A2 level. These both follow the WJEC Syllabus.
Extra-Curricular Activities
The MFL department offer a variety of extra-curricular activities which include: film club, progress club and for sixth formers we have the Foreign Language Leader Award.
The department is committed to providing extra opportunities for language learning and enhancing the status of languages within the school. There is a wide and developing range of links with outside agencies, activities within school and visits and trips to Europe. These include clubs such as MFL film club, events such as European Day of Languages, cultural and linguistic visits to the Anfield Reducate Centre, links with local universities and trips to Barcelona and Paris. All members of the department are active in establishing links with other departments and areas in the school to further cross-curricular developments. A focus this year is developing the leadership abilities of our sixth-form students, who are participating in the Foreign Language Leaders award as part of our enrichment programme.
Five ways to help your child progress in MFL
Test your child on spellings and vocabulary
Encourage your child to use her vocabulary booklet for support
Bookmark 5 foreign-language websites (see your child's vocabulary booklet for a list)
Encourage your child to read the teacher’s feedback and act upon it.
Ask your child to proofread his / her finished work
New Spec GCSE Spanish working party- AQA
Rationale: There are no grade boundaries available for the new GCSE so we have no idea of where the students are at compared to other schools locally or nationally.
What we need and would like from you is for all centres involved to have Yr10 sit SAMs for AQA GCSE Spanish in the Summer term 2017 in a two week window (to be negotiated). We are looking to create a network of schools to collaborate on making a difference to the success of all our students.
What happens next:
- You will receive a spread sheet to input mock results once exams have been completed.
- We will then organise samples and arrange moderation.
- Results will be collated and analysed
- CPD sessions to share best practice will be arranged depending on school strengths eg promoting spontaneous speaking, translation skills etc
We would all have a much clearer picture of where our students are and how they are performing in relation to other schools. Staff would be able to collaborate and share best practice with other schools.
### Mathematics
Download Curriculum
“Mathematics is used throughout the world as an essential tool in many fields, including natural science, engineering, medicine, finance and the social sciences.” (Wikipedia)
At Rainford, we aim to provide our students with a Mathematical education that allows them to achieve their maximum potential. We offer various different approaches to Teaching and Learning to challenge, motivate and engage students and develop their Mathematical knowledge, understanding and skills for everyday life, future employment and also to enable students to achieve their full potential in KS3 tests, GCSE, AS and A2 examinations. Our students will leave us with a strong foundation if they wish to study Mathematics further.
We teach in 9 specialist classrooms in the West block, near to the front of school and each has an interactive whiteboard. As a department we subscribe to www.mymaths.co.uk which students can use to practice their Maths skills, complete ‘booster packs’ as revision and also to complete homework online. The Mathematics department also make full use of the schools V.L.E., Rainford Connect, which contains lots of information including past papers and mark schemes. We have two sets of netbooks that can be used by students in lessons and at lunchtime. Students need to bring Mathematical equipment (a protractor, compass and scientific calculator) to their Maths lessons. We recommend that students have a Casio scientific calculator, such as the FX-85GTPLUS or equivalent for Key Stages 3 and 4 (some students prefer the FX-85GTPLUS-BU, blue or FX-85GTPLUS-PK, pink!).
Useful web sites
http://www.mymaths.co.uk/
https://www.mathswatchvle.com
http://nrich.maths.org/frontpage
http://www.cimt.plymouth.ac.uk/projects/mep/
http://www.bbc.co.uk/schools/websites/11_16/site/maths.shtml
UK Mathematics challenge at Junior, Intermediate and Senior Level
Students in Years 8, 10 and 12/13 are entered for the UK Mathematical challenges at Junior, Intermediate and Senior Levels respectively. Many of our students achieve Gold, Silver and Bronze certificates.
Teaching
If our sixth form students express an interest in a teaching career, they are encouraged to support teachers in lower Mathematics lessons. Our Key Stage 5 Manager arranges suitable groups for the students to support during their free/enrichment time.
### Computer Science
Download Curriculum
What is Computer Science?
Computer Science is designed to equip young people with the skills to use develop their own computer programs through the use of a multitude of programming languages. They will also study computer hardware and software and have an in-depth knowledge of how computers are built and how they work.
A fundamental understanding of computing enables students to be not just educated users of technology, but the innovators capable of designing new computers and programs to improve the quality of life for everyone.
We offer both GCSE and A Level Computer Science courses allowing students to advance easily onto higher education studies.
Department
Students in Years 7-13 are taught within the South block of the school in one of five specialist teaching rooms. Each room is equipped with flat screen PC's (or Macs) an interactive projector and advanced networked printer facilities. Currently there are five experienced staff who teach ICT and Computing:
Mrs. Wall - Head of Faculty Computer Science & Digital Media l.wall@rainford.org.uk
Mr. Williams - Curriculum Leader Computer Science d.williams@rainford.org.uk
Mr. Rothwell - Computer Science, ICT & Digital Media Teacher g.rothwell@rainford.org.uk
Mrs. Burgess - ICT & Computing Teacher SENCO .j.burgess@rainford.org.uk
Mrs. J Chadwick - Computer Science & Digital Media Teacher j.chadwick@rainford.org.uk
### History
Download Curriculum
What is History?
Essentially History is the study of events and people from the past.
So why study History?
There are many reasons why the study of History is essential and it has been summed up by some of the greatest thinkers of all time.
“A man who does not respect his ancestors is worse than a wild animal” An old saying of the North American indigenous people.
“History teaches us tolerance for human shortcomings and imperfections” Lewis F. Powel.
“History repeats itself because nobody listens” Professor Laurence Peter.
“If people could learn History, what lessons might it teach us?” Samuel Coleridge.
History is a National Curriculum subject that is taught to all students up to year 9. After that students can choose to study History further at GCSE.
A Level Overview
Year 11 Overview
Year 10 Overview
Year 9 Overview
Year 8 Overview
Year 7 Overview
Department
All students in years 7-11 are taught in the North block. There are three specialist classrooms on the second floor of the block. All three of those rooms have an interactive SMARTboards, TV, Video and DVD. There are six specialist History teachers currently in the department.
Mrs L. Williams (Head of Humanities)
Mr L. Brown
Miss A. Campbell
Miss I. Kent
Mrs A. Rigby
Miss M. Timmons
### Geography
Download Curriculum
What is Geography? It's not all colouring in or all about maps and capital cities - we're not stuck in the past, we are a dynamic subject!
EVERYTHING is Geography! I challenge you to open a daily newspaper or catch the latest news update and NOT come across some item which is Geography related.
In very broad terms, Geography teaches students about the Earth’s places, peoples, environments and societies.
At the core of the subject lies the understanding of the relationships and impacts between people and the environment. It recognizes the great differences in cultures, political systems, economies, landscapes and environments across the world and the links between them.
Geography as a National Curriculum subject is taught to all students up to Year 9. After that, students choose whether or not they wish to study Geography further at GCSE. As Geography is now a subject which contributes towards the EBAC, uptake at GCSE has increased.
Students in Years 7-11 are taught within the W-Block area of the school in one of three specialist teaching rooms on the lower corridor. Each room is equipped with an interactive smart-board and P.C. projector. Currently there are four very experienced staff who teach Geography:
Field Trips
'The only true way of learning Geography is through the soles of your feet.'
Fieldwork is essential to the teaching of Geography. We believe it to be a vital aid to teaching and learning, particularly for those students who are visual and kinesthetic learners.
Fieldwork is at the core of the subject, it gives students a greater awareness of their environment and their place within it.
It also allows us to take the subject or topic beyond the constraints of the classroom.
Field trips help to develop and improve skills, in particular, data collection, data handling, organisational skills, team building, sketches, annotation and analysis. It provides students with first hand case study material – ammunition for examination answers.
Finally it allows students to visit places which they may not necessarily have the opportunity to normally visit.
Currently all Year 10 students visit The Nant Ffrancon Valley in Snowdonia when studying ‘The topic of Ice on the land’. Students who have opted for the Foundation GCSE course study the alternative topic of ‘The Coastal Zone’ and visit The Sefton Coast. Year 10 students also vist a farm in the summer term as part of their studies for the Rural environments topic.
Year 11 students currently visit the nearby urban area of St.Helens in order to collect primary data for their controlled Assessment. The title, and therefore focus of this study, changes every year.
Field work becomes even more essential at A-level as the OCR exam specification emphasises the expectation of students to study local examples of ecosystems as well as conducting first hand data collection. Year 12 students currently visit the River Roddlesworth, The Sefton Coast and The Mosedale Valley in Cumbria. Year 13 students visit Ruff Woods in Ormskirk and Ainsdale sand dunes.
### English
Download Curriculum
The English Faculty aims to:
enable students to read critically and for enjoyment
develop students’ abilities to express themselves effectively through writing for different audiences in various forms
encourage students to speak confidently in a range of contexts and listen attentively in order to respond appropriately
Key Stage Three
Year 7
Half Term 1
Year 7
Half Term 2
Year 7
Half Term 3
Year 7
Half Term 4
Year 7
Half Term 5
Year 7
Half Term 6
Science Fiction
Gothic Horror
Novel Study
Shakespeare - Macbeth
Poetry from Different Cultures
Heroes and Villains
Year 8
Half Term 1
Year 8
Half Term 2
Year 8
Half Term 2
Year 8
Half Term 2
Year 8
Half Term 2
Year 8
Half Term 2
Novel Study
Victorian Literature
Shakespeare - The Tempest
War
Holiday and Travel
Detective Fiction
Year 9
Half Term 1
Year 9
Half Term 2
Year 9
Half Term 3
Year 9
Half Term 4
Year 9
Half Term 5
Year 9
Half Term 6
Novel Study
Love and Hate
Shakespeare – Romeo and Juliet
Non-fiction reading and writing skills
Fiction reading and writing skills
An Inspector Calls
Key Stage Four: AQA GCSE English Language
Aims of the course: We aim to help students of all abilities to develop the skills they need to read, understand and analyse a wide range of different texts covering the 19th, 20th and 21st century time periods. As well as this, we aim to help our students to write clearly, coherently and accurately using a range of vocabulary and sentence structures.
Component 1
Component 2
Component 3
Component 4
Paper 1
Four questions based on a fiction extract from the 20th or 21st century
A choice of a descriptive or narrative writing task
Assessed through a written exam of 1 hour 45 minutes
Paper 2
Four questions based on two non-fiction texts from the 19th and 20th century
Writing to express a viewpoint
Assessed through a written exam of 1 hour 45 minutes
Spoken Language
Presenting
Responding to questions
Use of standard English
Assessed internally by class teachers
Key Stage Four: AQA GCSE English Literature
Aims of the course: We aim to encourage our students to develop knowledge and skills in reading, writing and critical thinking. Through the exploration of a wide range of literature, our students will have a chance to develop culturally and acquire knowledge of the best that has been thought and written.
Component 1
Component 2
Component 3
Component 4
Paper 1
Shakespeare
The 19th century novel
Assessed through a written exam of 1hour 45 minutes
Paper 2
Modern prose or drama
Poetry Anthology
Unseen poetry comparison
Assessed through a written exam of 2 hours and 15 minutes
Subject Name:
The English faculty aims to:
Enthuse our students with a passion for literature and to read critically and for enjoyment
Encourage our students to write with accuracy for different audiences and purposes and express themselves with confidence and assurance
Develop our students to become resilient and independent learners
Key Stage Three:
We aim to consolidate skills and knowledge acquired in the KS2 curriculum and then develop them in a range of creative and challenging contexts. In doing so, our students will flourish as scholars of English and be fully prepared for the demands of GCSE study.
Key Stage Four:
Students follow AQA GCSE English Language and AQA GCSE English Literature
Post 16:
Students follow Edexcel A-Level English Literature and Edexcel A-Level English Language
For further information about the English curriculum please contact:
Name: Mr M Wainwright
Email: m.wainwright@rainford.org.uk
### Drama
Download Curriculum
What is Drama?
Drama is a way of making sense of the world. Skilled teachers of drama give students the tools of the trade, encouraging them to become more autonomous in their handling of the dramatic medium and so to take greater responsibility for their own learning. Drama is fun.
Drama at Keystage 3 (Years 7,8 and 9)
All students have 1 lesson per week
Drama at Keystage 4 (Years 10 and 11)
Students opt for Drama at GCSE
Drama at Keystage 5 (Years 12 and 13)
Students opt for A/S & A/2 levels
Exam Results
GCSE Drama 90% A*-C
Teaching Areas
Drama Studio: A designated acting space with blackout curtains & lighting rig.
Auditorium: An end on or studio space with blackout curtains, balcony and lighting & sound box.
### Business Studies
Download Curriculum
What is Business Studies?
In very broad terms, Business Studies teaches students about marketing, production, human resource management, accounting & finance and external influences.
At the core of the subject lies the understanding of organizations within their economy, political and social contexts. Business Studies involves the investigation of how enterprise adds value by organising the production of goods and services.
We deliver Business Studies as a BTEC National level 3 qualification open to Rainford College students.
Staff
Mrs L. Wall (WLL) Head of Faculty
Miss J. Hird (HRD)
Business Studies Teacher
### Art
Download Curriculum
‘The Arts are not outpourings of emotion but disciplined forms of enquiry with which to organise feelings and ideas about experiences.’
Gulbenkian report into the Arts in schools.
Within the Rainford High Art Department we encourage pupils to think inventively, in order to develop visual images and form critical judgements. The department aims to focus upon the individual, encouraging each pupil to gain confidence in their abilities and learn that there are many approaches to Art and Design rather than one right way.
The Art & Design Department aims to:
Increase pupil's awareness of the world around them, challenging and enhancing their comprehension, whilst developing their skills and exploring materials. Pupils are encouraged to question and are allowed the freedom to create and experiment within a safe environment.
Promote resilience, confidence, independence and success through a range of practical activities where communication and self-reflection and evaluation are critical skills needed.
Nurture and support students in a stimulating, thought provoking and innovative learning environment which will assist and develop students’ artistic experiences.
Teaching areas and facilities:
The department consists of 3 teaching rooms and a gallery space and is well equipped for general art activities as well as containing specialist facilities for Ceramics, Textiles, Photography and Printing. The department also has a suite of computers, a printing press and 2 kilns.
Key Stage Three:
Students get a wide range of knowledge, understanding and skills within different areas of Art and Design through the different projects that have been carefully planned so that students build up on their prior knowledge, understanding and skills and make progress throughout this key stage. Students have opportunities to experiment with different materials, techniques and processes throughout every project. Within Key Stage 3 students are assessed on their knowledge and understanding as well as their skills within their research, observational studies, design and final outcomes across all projects.
Key Stage Four:
GCSE Art and Design Fine Art, 3D Studies and Photography are 2 year courses designed to offer a range of skills and techniques working towards increased confidence and independence.
The courses are made up of coursework projects in the form of a ‘Personal Portfolio’ and a timed 10 hour exam with an 8 week preparation period.
All work produced is part of the final GCSE grade from September of the first term until June of the last term in year 11.
Students follow:
Fine Art- AQA
Three Dimensional Design- AQA
Photography- AQA
Post 16:
The A level courses, in both Fine Art & Photography are designed to extend and refine skills developed at GCSE.
Both As and A2 begin with a series of experimental workshops, the projects then develop on a more student led focus with teacher discussions to support independent project development.
Students follow:
Fine Art- AQA
Photography- AQA
For further course information: www.aqa.org.uk/subjects/art-and-design
For further information about the Art & Design curriculum please contact:
Mr R. Hughes- Curriculum Leader
### Year 9 Curriculum
Edit
SubjectTerm 1Term 2Term 3
EnglishIn Term 1, Year 9 will work on an ‘American Dream’ unit of learning. This will involve studying a range of texts including ‘Of Mice and Men’. Students will learn about social and historical context and how this affects meaning. Students will also study poetry and other non-fiction texts. They will learn how to compare and contrast texts, identifying similarities and differences. They will also engage with some unseen texts in preparation for GCSE. In Term 2, students will study a ‘War’ unit of learning and also a novel. They will be taught to make critical comparison across texts of how writers manipulate structure for effect. They will be taught to select and summarise arguments and ideas from a range of sources and evaluate the effectiveness of language and vocabulary for audience and purpose. In Term 3, Year 9 will study a ‘Love and Hate’ unit of learning and also a Shakespeare play. They will study and explore a range of poetry/songs/short extracts from texts and work on comparing and contrasting. They will study a Shakespeare text in detail and be exposed to GCSE style questions in order to begin preparing for Key Stage 4.
MathsUnit 1 Coordinates
Unit 2 Linear graphs
Unit 3 Proportion
Unit 4 Scales and standard form
Unit 5 Linear and non-linear sequences
Unit 6 Expanding and factorising
Unit 7 Changing the subject of a formula
Unit 8 Constructions
Unit 9 Congruence
Unit 10 Pythagoras’ theorem
Unit 11 Angles in polygons
Unit 12 Linear equations and inequalities
Unit 13 Graphical solutions
Unit 14 Probability
Unit 15 Working with data
Unit 16 Scatter graphs
Unit 17 Similarity and enlargement
Unit 18 Transformations
Unit 19 Trigonometry
ScienceCore Science
B1: Keeping Healthy
Includes diet, exercise, disease and immunity.
B2: Coordination and Control
Includes the nervous system, hormones and fertility.
C1: Fundamental Ideas
Includes, elements, compounds, atomic structure.
P1: Energy Transfer by Heating
Includes conduction, convection, infra-red radiation, specific heat capacity. B3: Medicine and Drugs
Includes creation of legal and illegal drugs, and applications of medicines.
C2 – Rocks and Building Materials
Includes the limestone and carbon cycles.
C3 – Metals and Their Uses
Includes the extraction of metals, metallic structure and applications of metals.
P2 – Using Energy
Includes forms of energy, conservation of energy and efficiency.B4 – Adaptation For Survival
Includes adaptation and competition in plants and animals. C4 – Crude Oil and Fuels
Includes the extraction if crude oil, fractional distillation and the development of cleaner fuels.
P3 – Electrical Energy
Includes electrical power, cost, and kilowatt hours.
P4 – Generating Energy
Includes nuclear and fossil fuel power stations, and renewable energy sources.
Spanish/FrenchStudents will study how to speak, write and understand spoken language in the topic of health using the past tense Students will study how to speak, write and understand spoken language in the topic of school and future plans using the future tense Students will study how to speak, write and understand spoken language in the topic of holidays using the past & future tenses
GeographyExtreme Environments
Extreme Environments Looking at the location, climate, flora and fauna of rainforests, deserts (polar and hot). Students will extend their locational knowledge and deepen their spatial awareness.Why's Japan on Shaky ground?
Why’s Japan on Shaky ground? A mix of both human and physical geography where students study this particular region of Asia. Key human and physical characteristics will be covered, i.e. the major cities and why Japan experiences frequent earthquakes.People, poverty and pennies
Students will study the different levels of economic development between continents. In particular, students will look at differences in economic activity in the primary, secondary, tertiary and quaternary sectors.
Exam Skills
A geographically based unit of work which will help develop effective examination technique in order to prepare.
HistoryThe history of the Black People
This unit will give students an overview of the history of the Black peoples from 1900 to the present day and will focus on significant events which have had an impact on their history.World War 1
Students will study the causes, events and impact of WW1. They will also have an opportunity to investigate local history by the ‘soldier’s story’ where they can research a single contribution to the war. Events that shook the world
Students will be given the opportunity to investigate major events from the Twentieth Century which have had a massive impact on world affairs. There will be many research opportunities available.
Religious EducationStudents will examine the topic of Religion in the Modern world. They will examine and explore the positive and negative representation of religion through TV and Fashion. Students will continue with the topic of Religion in the Modern world. They will examine and explore the positive and negative representation of religion through Music, Sport and FilmStudents will explore the religion of Buddhism focusing on Beliefs and Practises. Students will apply their learning to modern day lifestyles.
Technology: ElectronicsMood Lamp:
Circuit Diagram development. P
CB development. P
CB Manufacture Understanding the LDR, Transistor and an introduction to potential dividers.
Development of CAD/CAM skills.
Alarm Project:
More advanced circuit development.
Designing circuits using a systems approach.
Understanding systems diagrams.
Vacuum forming.
Using a drilling jig.
Understanding the thyristor as a latch. Fan:
Introduction to the operational amplifier Using an OP AMP as a comparator.
Motors and back EMF.
Designing for a client.
More advanced CAD/CAM - drawing items to exact measurements.
Thermistors and potential dividers. Music Box:
Introduction to microcontrollers.
Analogue and digital inputs.
Using resistors to change analogue inputs.
Programming microcontrollers.
Using templates to design in CAD/CAM
Technology: FoodCake Making Techniques Project.
Students will develop their practical skills to produce high quality products using a range of different techniques: rubbing-in, whisking, traditional creaming and all-in-one methods.
Written folio work with include task analysis, functions of ingredients and technique research, recipe development, annotation of design ideas, production plans and evaluation.
Cup Cake Challenge
Using the skills and knowledge gained students will design and make their own cupcake that is suitable to be sold in a supermarket/bakery. Nutrition and Special Diets Project
This builds on the knowledge gained from Year 8. Nutrition is researched in detail and special dietary needs of different target groups. Students will further develop skill through a range of practical work.
Folder work will include:
Research: Eat Well Plate, nutrition, special diets
Product analysis
Developing a specification
Comparative shop
Annotated design ideas
Production plans
Evaluations
Pastry Project
Again students will build on skills and knowledge but the focus of practical will be the use/making of different types of pastry.Best of British Project
Students will research the range of seasonal produce and regional dishes. Practical work will be based around this.
Bake Off Challenge!!
Competition for students to design and make a product that incorporates the Best of British produce and the Bake off.
Technology: GraphicsStudents develop skills and knowledge in:
colour rendering, line enhancement, shadowing, surface texturing
use of different colour techniques – coloured pencil
presentation – ruled border, cut out paper, mounting work
investigating a task and outlining a target market
composing a design brief
following a specification
mindmapping (task analysis)
the use of ICT to access internet as a research tool
collecting and presenting research
logo styles - logograms, monograms, graphic devices, illustration
the language of colour
type styles and lettering
2D sketching techniques
scanning, importing and correcting image files
the use of CAD software to create a logo
exploration of possible application of logo to promotional products
evaluation of final outcome
recording and responding to critical comments of others
Students develop their ICT presentation skills through the production of an e-portfolio and learn the importance of presenting their work to a high standard
identifying a target market
writing a specification
moodboards
the use of creative software to enhance lettering and manipulate imagery
methods of recording the use of CAD - screenshots, digital evidence
packaging nets/glue flaps
sublimation printing
the use of CAD software to create a net
the manufacture of a quality outcome - use of CAM – CAMM1
Self and peer assessment
Testing against specification
analysing existing products
product sketching techniques (2D and 3D)
digital scanning and image correction
page layout
packaging nets/glue flaps
commercial printing methods
QC checks - registration marks, colour bars, crop marks
the use of CAD software to create a net
the use of CAD software to manipulate imagery
the production of digital artwork
methods of recording the use of CAD - screenshots, digital evidence
evaluation
types of paper/board
encapsulation and print finishing
card modelling techniques
product promotion
modifying artwork for commercial productionStudents develop skills and knowledge in:
packaging nets/glue flaps
commercial manufacturing methods (die cutting)
the use of CAD software to create a net
the manufacture of a quality outcome - use of CAM - laser cutter, Stika
the properties of common plastics
card and paper modelling techniques (scoring, folding, use of craft knife)
illustrated sequential drawing of production and application of vinyl sticker CAM - laser cutter, Stika
the properties of common plastics
card and paper modelling techniques (scoring, folding, use of craft knife)
illustrated sequential drawing of production and application of vinyl sticker
colour rendering, line enhancement, shadowing, surface texturing
use of different colour techniques – coloured pencil
presentation – ruled border, cut out paper, mounting work
the types and use of dynamic mechanisms - linkages, levers, folding methods,
AV programmable ICs
use of appropriate materials
commercial methods of manufacture
modelling techniques and equipment
planning of making (flowchart)
QA and QC (incorporated in plan of make)
creativityStudents develop skills and knowledge in:
the work of other designers
using the work of others as inspiration for their own designs
thumbnail sketches
CAD development
CAD enhancement (realistic product presentations)
modelling techniques
finishing techniques (acrylic paint, spray paint)
moulds and vacuum forming
properties and applications of common plastics
commercial manufacturing methods (blister pack, euro slot)
card and paper modelling techniques (scoring, folding, use of craft knife)
testing and modification
presentation, use of various drawing projections, freehand sketching, CAD packages, use of colour
task, problem analysis - mind map
research and analysis of relevant information
writing of a reasoned specification linked closely to research
generation and development of ideas - use of prototype models
use of appropriate CAD software
planning of making - in advance of any manufacture taking place (flow chart, illustrated sequential drawing), incorporating feedback
manufacture of outcome - modelling techniques, use of appropriate materials and equipment
one-off production in school
method of manufacture in industry - batch/high volume, printing method, die cutting, automated assembly and packaging to client, JIT
waste management (Tessellation) and disposal - health and safety issues
costs - capital and manufacture
sustainability, product maintenance, planned obsolescence
the manufacture of a quality outcome - use of CAM - laser cutter, CAMM Cutter, Stika where appropriate
writing a summative evaluation of outcome with reference to specification and initial brief
colour rendering in marker pens
enhancing sketchwork for efolio use
how designers work
Technology: TextilesSamples of ways to print and dye fabric.
Explanations written down.
Print own label.
Research shop of own choice and manufacture an item of clothing to suit the customers.
Mood board, primary and secondary research.
Continuation of garment along with final evaluation.
Theory of fibres and fabric construction methods.
Design a cushion for use in the home and produce a backup folio showing design ideas.
Deign a felt monster with the option of using LEDs for eyesHealth and safety of nightwear and manufacture an item of nightwear.
In teams make a creative banner to display in school
Technology: Resistant MaterialsBase line testing followed by a practical course making an acrylic laser cut vase using CAD. This is followed by a Pencil case with an acrylic slide Lid and then a Christmas ornament which is focused on CADCAM and Modelling. The projects in this term are to focus on workshop safety and basic tool instruction During this term we look at a wildlife unit which follows a cutting list basic construction and finishing techniques to make a product waterproof. We then make a high quality jewellery box which focus on accuracy and the more refined side of manufacturing. This encompasses working to tolerances. The projects in this term are designed to build confidence in tool selection and safe independent use. In the summer term we produce a CADCAM clock wall hanger and door sign. During this warmer month we focus on the various CAD CAM techniques and materials that can be used.
Computer SciencePupils learn about inside the computer (software, hardware, binary) and then use this knowledge to produce an interactive quiz on the subject Pupils look at how ICT is used in business. Using a business scenario, they develop skills in DTP, Email, Databases and spreadsheets Pupils develop a simple game using the Python software. The unit invites pupils to look at the built-in functions to aide their development
ArtStudents will explore the theme of Abstraction Students will explore the theme of Cultures and TraditionsStudents will explore the theme of Time and Memory
Music1. The Blues
Exploration of the structure and origins of The Blues. Students explore the chord structure and walking bass line, and perform with others. Students develop improvisations to fit with the Blues accompaniment
2. Dance Music
An extension of music technology work started in Year 8. Students explore contemporary dance styles using Garageband and compose their own dance pieces in that style1. Ensemble Performance
Extension of ensemble work started in Year 8. Performance on keyboard, drums, guitar or voice as part of whole class ensemble
2. Music for Film
Exploration of a variety of film music and the link between the film genre and the musical elements used.
Students compose their own music for film in the horror genre.1. Song
Exploration of the elements of a successful song
Students compose their own song/rap in a pair or small group
2. Final Performance/Music video
Performance of final piece (original or cover version) as a soloist or as part of an ensemble.
Create recording (audio or video)
Exploration of how songs are marketed in the media through music videos
DramaLoop Dialogues, Ambiguous Dialogues Communicating to an audience, Characterisation, Blood Brothers Scripted work, Monologues.Blood Brothers thematic work, Abandoned Baby project role play and devised dramaElizabethan Theatre. Technical tasks of Production. Satire and Political theatre.
Physical EducationOur Physical Education Curriculum aims to ensure that all pupils:
develop competence to excel in a broad range of physical activities
are physically active for sustained periods of time
engage in competitive sports and activities
lead healthy, active lives
During this term, students will develop their knowledge and skills in 4 activities from two carousels. Students will be informed what their starting activity will be on each carousel:
Year 9 Girl’s Indoor Carousel:
Health Related Fitness, Leadership, Gymnastics, Volleyball/Basketball
Year 9 Girls Outdoor Carousel:
Netball, Football, Tag Rugby, Option
Year 9 Boy’s Indoor Carousel:
Health Related Fitness, Basketball, Leadership, Badminton
Year 9 Boys Outdoor Carousel:
Football, Rugby League, Football, Rugby Union
Students will be assessed on:
1) How they select and combine skills
2) What they know about strategies, tactics and composition.
3) How well they can plan and lead practices and takes on different leadership roles
4) How accurately they analyse and comment on their own and others work.
5) What they know about health and fitness and how regular physical activity can benefit their health.During this term, students will continue to follow the two carousels and will participate and develop their knowledge and skills in the two remaining activities.
Year 9 Girl’s Indoor Carousel:
Health Related Fitness, Leadership, Gymnastics, Volleyball/Basketball
Year 9 Girls Outdoor Carousel:
Netball, Football, Tag Rugby, Option
Year 9 Boy’s Indoor Carousel:
Health Related Fitness, Basketball, Leadership, Badminton
Year 9 Boys Outdoor Carousel:
Football, Rugby League, Football, Rugby Union
Students will be assessed on:
1) How they select and combine skills
2) What they know about strategies, tactics and composition
3) How well they can plan and lead practices and take on different leadership roles
4) How accurately they analyse and comment on their own and others work
5) What they know about health and fitness and how regular physical activity can benefit their health.In the summer term students follow an Athletics Carousel (Running, Jumping, Throwing) and a summer games carousel.
Year 9 Girls:
Rounder’s, Tennis, Cricket
Year 9 Boys:
Softball, Tennis, Cricket
Students will be assessed on:
1) How they select and combine skills
2) What they know about strategies, tactics and composition.
3) How well they can plan and lead practices and take on different leadership roles
4) How accurately they analyse and comment on their own and others work.
5) What they know about health and fitness and how regular physical activity can benefit their health.
### Year 8 Curriculum
Edit
SubjectTerm 1Term 2Term 3
EnglishIn Term 1, Year 8 will work on writing skills. Their focus will be writing to argue, persuade and advise. They will also study a reading scheme of learning focusing on Charles Dickens texts. Students will be taught how to use rhetorical devices in their writing and identify them in a range of texts. They will be encouraged to explore social/historical context when responding to a text as well as deciphering more difficult language choices in texts and commenting on their effect.In Term 2, Year 8 will study a novel and also a media unit of learning. They will explore writer’s intention and reader’s response as well as improving on their analysis skills. They will study non-fiction texts including newspapers and magazines and work on identifying the viewpoint of the writer and recognising biasIn Term 3, Year 8 will study a Shakespeare text and also study a ‘Holiday/Travel’ unit of work. They will focus on analysing and exploring how characters are developed within a text and be taught how about exploring alternative meaning when analysing parts of a text. Students will also study non-fiction and partake in writing for a range of purposes and audiences
MathsUnit 1 – Primes and factorising (2 weeks)
Unit 2– Add and subtract fraction (3)
Unit 3– Positive and negative numbers (2)
Unit 4 – Sequences, expressions and equations (3)
Unit 5 – Triangles, quadrilaterals and angles in parallel lines (3)
Unit 6 – Length and area: parallelograms and trapezia (2)
Unit 7 – Percentage change (2)
Unit 8 – Ratio and rate (3)
Unit 7 – Percentage change (2)
Unit 8 – Ratio and rate (3) Unit 9 – Rounding (1)
Unit 10 – Circumference and area of a circle (2)
Unit 11 – 3D shapes and nets (1)
Unit 12 – Surface area and volume (2)
Unit 13 –statistics (2)
ScienceStudents will have the opportunity to explore a number of areas within science namely:
Health and lifestyle; Periodic table; Electricity and magnetism; Separation techniques and Energy.
Throughout the course they will also continue to develop the following:
Investigative skills; Collaborative skills; Independence and Communication skills (literacy and oracy).Students will have the opportunity to explore a number of areas within science namely:
Ecosystem processes; Metals and acids; Light and Sound.
Throughout the course they will also continue to develop the following: Investigative skills;
Collaborative skills; Independence and Communication skills (literacy and oracy).Students will have the opportunity to explore a number of areas within science namely:
The Earth; Adaptation and inheritance and Motion and pressure.
Throughout the course they will also continue to develop the following:
Investigative skills; Collaborative skills; Independence and Communication skills (literacy and oracy).
SpanishStudents will study how to speak, write and understand spoken language in the topic of clothes using the present tenseStudents will study how to speak, write and understand spoken language in the topic of holidays using the past tenseStudents will study how to speak, write and understand spoken language in the topic of food using the present tense
GeographyPopulation and our planet
Looking at a variety of demographic issues including migration and the increasing urban populations. Students develop and extend their locational knowledge in this topic as various examples around the world are studied.Raging Rivers
Examining the changes which occur along a rivers course at a variety of scales. Examples of various land forms will range from local, national and international. In addition to this students will study contemporary events such as the increase in floods in the UK.Why visit Italy?
Students will study both the human and physical attractions of Italy (i.e. Mt Etna). Students will also look at why Italy experiences volcanic eruptions and earthquakes.
Ice Age Earth
Studying how the Earth has previously experienced ice ages. Looking at the areas of the UK shaped by as ice as well as the various erosional & depositional landforms.
HistoryTudors and Stuarts.
This unit will give students an introduction to Tudor and Stuart England. Students will become familiar with the major political and social developments of the period and also the leading figures of the time.Britain during the Industrial Revolution.
Many aspects of the industrial changes will be covered such as the factory system, coal mining and town conditions. There will also be opportunities for local study.Slavery
The history of slavery from the middle passage to resistance will be studied. The impact on Liverpool will also form part of this module.
Religious EducationStudents will examine the concept of ‘Inspirational People' and focus on exploring how Jesus was an Inspirational person.Student will apply their knowledge on the term Inspirational and complete an independent research task on a religious inspirational person.Students will explore the religion of Islam focusing on Beliefs and Practises. Students will apply their learning to modern day lifestyles.
TechnologyIn Year 8 students follow a double lesson carousel of Food; Textiles; Electronics and Resistant Materials throughout the year as well as a single lesson per week of Graphics. In these lessons they will study the design cycle of “Design – Make – Evaluate” in each of the specific materials/media.
Computer SciencePupils develop educational programs using Visual Basic programming language Pupils produce an ICT solution for a music festival. Solution includes developing spreadsheet, database and professional logoPupils continue work for their music festival and produce a website, developing skills in HTML
ArtStudents will explore the theme of SurfacesStudents will explore the theme of IdentityStudents will explore the theme of Sense of Place
Music1. Music for Adverts and Film
An introduction to music technology and its use in the media.
Students learn how to manipulate sound using Garageband and create their own soundtrack for an advert
2. Music from Asia: Gamelan
Students explore music from Indonesia and learn how to read and play from alternative notations and structures.
Students create their own Gamelan sections and perform them as part of a wider structured piece1. Ensemble Performance 1
Students have the opportunity to develop performance skills on a variety of band instruments (Keyboard, guitar, drums, and voice).
They learn how to fit their part with others and direct an ensemble
2. The Classics: Form and Structure
A project based around Pachabel’s Canon.
Students learn how to play it and explore the classical forms of canon, rondo and variations1. Science Fiction and Fantasy
Exploration of music composed for fantasy (programme music and music for film)
Creation of own science fiction/fantasy programme music using electronic/live sound
2. Ensemble Performance 2
An extension of skills started in Spring term 1.
Development of learning by exploring more complex structures.
DramaTrapped; Devised Drama, Darkwood Manor: Physical Theatre, Scripted work, role play.The Victorian classroom role play, Homelessness and scripted/devised work on Bullying theme.Medieval Drama, Comedy, Silent Comedy and Circus skills.
Physical EducationOur Physical Education Curriculum aims to ensure that all pupils:
develop competence to excel in a broad range of physical activities
are physically active for sustained periods of time
engage in competitive sports and activities
lead healthy, active lives
During this term, students will develop their knowledge and skills in 4 activities from two carousels. Students will be informed what their starting activity will be on each carousel:
Year 8 Girl’s Indoor Carousel:
Health Related Fitness, Dance, Gymnastics, Volleyball/Badminton
Year 8 Girls Outdoor Carousel:
Netball, Football, Tag Rugby, Option
Year 8 Boy’s Indoor Carousel:
Health Related Fitness, Basketball, Gymnastics, Volleyball/Badminton
Year 8 Boys Outdoor Carousel:
Football, Rugby League, Football, Rugby Union
Students will be assessed on:
1) How they select and combine skills
2) What they know about strategies, tactics and composition
3) How well they can plan and lead practices and take on different leadership roles
4) How accurately they analyse and comment on their own and others work
5) What they know about health and fitness and how regular physical activity can benefit their healthDuring this term, students will continue to follow the two carousels and will participate and develop their knowledge and skills in the two remaining activities.
Year 8 Girl’s Indoor Carousel:
Health Related Fitness, Dance, Gymnastics, Volleyball/Badminton
Year 8 Girls Outdoor Carousel:
Netball, Football, Tag Rugby, Option
Year 8 Boy’s Indoor Carousel:
Health Related Fitness, Basketball, Gymnastics, Volleyball/Badminton
Year 8 Boys Outdoor Carousel:
Football, Rugby League, Football, Rugby Union
Students will again be assessed on:
1) How well they select and combine skills
2) What they know about strategies, tactics and composition.
3) How well they can plan and lead practices and take on different leadership roles
4) How accurately they analyse and comment on their own and others work.
5) What they know about health and fitness and how regular physical activity can benefit their health.In the summer term students follow an Athletics Carousel (Running, Jumping, Throwing) and a summer games carousel.
Year 8 Girls:
Rounder’s, Tennis, Cricket
Year 8 Boys:
Softball, tennis, Cricket
Students will again be assessed on:
1) How they select and combine skills
2) What they know about strategies, tactics and composition
3) How well they can plan and lead practices and take on different leadership roles
4) How accurately they analyse and comment on their own and others work
5) What they know about health and fitness and how regular physical activity can benefit their health.
### Year 7 Curriculum
Edit
SubjectTerm 1Term 2Term 3
EnglishIn Term 1, Year 7 will work on a ‘Time Travellers’ and ‘Horror’ unit of learning. They will be given the opportunity to explore a variety of fiction including pre twentieth century as well as contemporary texts. They will develop their own creative writing skills and explore how language and punctuation choices can be used for effect.In Term 2, Year 7 will study a novel and Shakespeare unit of learning. They will explore the concept of characters and themes within a text. Students will be taught how to cite from a text using the PEE model with particular emphasis on extending explanations. They will also be taught how to structure and link paragraphs effectively when responding to a text.In Term 3, Year 7 will study short stories and a ‘Heroes and Villains’ unit of learning. They will explore how texts are structured and experiment with their own writing. Students will develop their own narrative and descriptive writing using the texts they have studied as a stimulus. They will be taught how to read between the lines and interpret information from a text.
MathsUnit 1 - place value (1)
Unit 2 & 3 – Addition and subtraction (2)
Unit 4 – Addition and subtraction of decimals (2)
Unit 5, 6, 7 & 8 multiplication and division (5Unit 9 – Working with units (1)
Unit 10 – Angles (1)
Unit 11 & 12 – Triangles and quadrilaterals (2)
Unit 13 Symmetry and tessellation (1)
Unit 14 – Understand and use fraction (2)
Unit 15 – Fractions of amounts (1)
Unit 16 – Multiplying and dividing decimals (2)Unit 17 – Order of operations (2)
Unit 18 – Introduction to algebra (2)
Unit 19 – Algebraic generalisation project (1)
Unit 20 – Percentages (2)
Unit 21 – Handling data (2)
ScienceStudents will have the opportunity to explore a number of areas within science namely:
Safety in the lab; Cells;
Particles and their behaviour; Forces and Elements, atoms and compounds.
Throughout the course they will also develop the following:
Investigative skills; Collaborative skills; Independence and Communication skills (literacy and oracy).Students will have the opportunity to explore a number of areas within science namely:
Structure and function of body systems; Sound, Light and Reactions.
Throughout the course they will also continue to develop the following:
Investigative skills; Collaborative skills; Independence and Communication skills (literacy and oracy).Students will have the opportunity to explore a number of areas within science namely;
Acids and alkalis; Space and Reproduction.
Throughout the course they will also continue to develop the following:
Investigative skills; Collaborative skills; Independence and Communication skills (literacy and oracy).
SpanishStudents will study how to speak, write and understand spoken language in the topic of Free Time using present & future tensesStudents will study how to speak, write and understand spoken language in the topic of Town and Region using the present tenseStudents will study how to speak, write and understand spoken language in the topic of myself using the present tense
GeographyOur Changing Climate
An introduction to KS3 and examining various weather features as well as looking at our changing climate and the impacts on people. A lesson will be spent collecting primary data, using basic fieldwork equipment, on microclimate variations around the school site.Essential Map Skills
Developing the skills to read and use a variety of maps, i.e. grid references, measuring distance and understanding how height and relief is represented. Students will also have the opportunity to use maps beyond the classroom in order to put into practice the skills developed earlier in the topic.Where do we live & why?
Studying general development of settlements, their shape and function as well as looking at local settlements.
The Coastal Zone.
Looking at the natural processes which occur along the coastline as well as human issues such as the impact of coastal erosion.
HistoryAn introduction to History.
This unit will give students an introduction to the study of History. It will also give them the opportunity to become familiar with primary and secondary sources and the historical concepts which they will use throughout the Key stage 3 course.This unit will cover the impact of the Romans and students will have the opportunity for some local history by a study of Chester. They will complete several pieces of extended writing based on historical interpretation.Students will study Medieval Britain and the major events of the period such as the Norman Conquest and the Black Death.
Religious EducationStudents will explore ideas focusing on The Concept of God including how he is a spirit and a Power.Students will investigate the varying Creation stories and explore how credible they areStudents will explore the religion of Judaism focusing on Beliefs and Practises including Kosher Food.
TechnologyIn year 7 students follow a double lesson carousel of Food; Textiles; Electronics and Resistant Materials throughout the year as well as a single lesson per week of Graphics.
In these lessons they will study the design cycle of “Design – Make – Evaluate” in each of the specific materials/media.
Computer SciencePupils research the history of ICT and produce an animation using Scratch software to tell the storyPupils produce an ICT solution for a fictitious pet centre. Solution includes developing spreadsheet, database and websitePupils develop animated banners for a website using the Flash software
ArtStudents will explore the theme of Adornment and EmbellishmentStudents will explore the theme of SelfStudents will explore the theme of Environment
Music1. My Music
An introduction to music at Rainford High and a baseline assessment of students’ prior experiences and skills.
All students are encouraged to sing, perform on keyboards and explore beat and rhythm activities
2. Graphic Scores
Students learn how to follow graphic notation and create their own compositions using both voices and instruments
1. China
Students learn about the music of China and perform and compose in this style.
Links are made to Chinese New Year and students explore the link between music, dance and Chinese culture
2. Notation/Rhythm
An introduction to/development of reading and playing from conventional rhythm notation.
Students work in groups and learn about developing structures (unison, canon, polyrhythms)1. Notation /Pitch
An introduction to/development of reading, playing and singing from conventional pitch notation.
Students perform from notation melodically and using chords if appropriate.
2. Ensemble/structure
Whole class ensemble performance using a variety of instruments and voices
Students explore musical structures.
DramaMelodrama, Spatial awareness, Characterisation, Use of props on stage, Pied Piper, role play and improvisationStorytelling theatre, Chaucer, Stories from other Cultures,Greek Theatre, Stereotypes and Characterisation and Improvisation
Physical EducationOur Physical Education Curriculum aims to ensure that all pupils:
develop competence to excel in a broad range of physical activities
are physically active for sustained periods of time
engage in competitive sports and activities
lead healthy, active lives
During this term, students will participate in 4 activities from two carousels. Students will be informed what their starting activity will be on each carousel:
Year 7 Girl’s Indoor Carousel:
Health Related Fitness, Dance, Gymnastics, Volleyball
Year 7 Girls Outdoor Carousel:
Netball, Football, Tag Rugby, Option
Year 7 Boy’s Indoor Carousel:
Health Related Fitness, Basketball, Gymnastics, Volleyball
Year 7 Boys Outdoor Carousel: Football, Rugby League, Football, Rugby Union.
Students will be assessed on:
1) How they select and combine skills
2) What they know about strategies, tactics and composition.
3) How well they can plan and lead practices and take on different leadership roles
4) How accurately they analyse and comment on their own and others work.
5) What they know about health and fitness and how regular physical activity can benefit their health.During this term, students will continue to follow the two carousels and will participate and develop their knowledge and skills in the two remaining activities.
Year 7 Girl’s Indoor Carousel:
Health Related Fitness, Dance, Gymnastics, Volleyball
Year 7 Girls Outdoor Carousel:
Netball, Football, Tag Rugby, Option
Year 7 Boy’s Indoor Carousel:
Health Related Fitness, Basketball, Gymnastics, Volleyball
Year 7 Boys Outdoor Carousel:
Football, Rugby League, Football, Rugby Union
Students will again be assessed on:
1) How they select and combine skills
2) What they know about strategies, tactics and composition
3) How well they can plan and lead practices and take on different leadership roles
4) How accurately they analyse and comment on their own and others work
5) What they know about health and fitness and how regular physical activity can benefit their health. In the summer term students follow an Athletics Carousel (Running, Jumping, Throwing) and a summer games carousel.
Year 7 Girls:
Rounder’s, Tennis, Cricket
Year 7 Boys:
Softball, Tennis, Cricket
Students will again be assessed on:
1) How they select and combine skills
2) What they know about strategies, tactics and composition.
3) How well they can plan and lead practices and take on different leadership roles
4) How accurately they analyse and comment on their own and others work.
5) What they know about health and fitness and how regular physical activity can benefit their health.
Learn to LearnFor the first half term students will consider themselves as individuals, as members of their House and as learners at Rainford High.
During the second half term the students will consider their own futures, setting long term goals and considering obstacles and how they will be able to overcome them.
Throughout the term there will be a focus on developing the following skills;
Independence, Collaboration, Creativity, Communication (Literacy and Oracy) and a Growth mindset.For the first half of the term the students will explore how their brain functions and consider how knowledge of the brain can help them in their learning at home and at school.
During the second half term they will experience the planning and management of a simple enterprise.
Throughout the term there will be a continuing focus on developing the following skills;
Independence, Collaboration, Creativity, Communication (Literacy and Oracy) and a Growth mindset.Students will explore and experience the customs, cultures, languages and foods of other countries. This will be themed around the countries participating in the Women’s Football World Cup.
Throughout the term there will be a continuing focus on developing the following skills;
Independence, Collaboration, Creativity, Communication (Literacy and Oracy) and a Growth mindset.
### Assessment Without Levels
Attainment targets and levels were introduced with the national curriculum in 1988. When the new national curriculum was published in 2014, new forms of assessment were developed to align with its content and principles. From September 2015, national curriculum levels will no longer be used for statutory assessments.
The rationale for the removal of levels
Despite being intended only for use in statutory national assessments, too frequently levels also came to be used for in-school assessment between key stages in order to monitor whether pupils were on track to achieve expected levels at the end of key stages. This distorted the purpose of in-school assessment, particularly day-to-day formative assessment.
Too often levels became viewed as thresholds and teaching became focused on getting pupils across the next threshold instead of ensuring they were secure in the knowledge and understanding defined in the programmes of study. Depth and breadth of understanding were sometimes sacrificed in favour of pace. Levels also used a ‘best fit’ model, which meant that a pupil could have serious gaps in their knowledge and understanding, but still be placed within the level. This meant it wasn’t always clear exactly which areas of the curriculum the child was secure in and where the gaps were.
The purposes and principles of assessment
The overriding principle of good assessment is that it should be clearly tied to its intended purpose. There are three main forms of assessment: in-school formative assessment, which is used by teachers to evaluate pupils’ knowledge and understanding on a day-today basis and to tailor teaching accordingly; in-school summative assessment, which enables schools to evaluate how much a pupil has learned at the end of a teaching period; and nationally standardised summative assessment, which is used by the Government to hold schools to account. Good formative assessment ranges from the probing question put to a pupil as they think something through; quick recap questions at the opening of a lesson; scrutiny of the natural work of pupils; right through to formal tests.
To use each form of assessment to best effect, it is important that teachers and school leaders understand their various purposes. Schools must be clear why pupils are being assessed, what the assessment is intended to achieve and how the assessment information will be used.
Here at Rainford HIgh we have adopted an approach where are assessment has clear aims and how they can be achieved by each and every pupil.
Commission on Assessment without Levels (2015).
### Curriculum
The Curriculum at Rainford High
The key values of the Everyone Matters Schools Trust are:
To support all schools to grow to be greater than the sum of its parts by learning and collaborating from one another
All students to have excellence of care, experiences, and outcomes
We are committed to:
the pursuit of excellence in all that we do;
providing a broad education designed to enable every young person to achieve their full potential and make the most of their talents;
providing a calm, purposeful atmosphere where young people are cared for and able to learn with confidence;
creating a healthy, happy, disciplined and supportive environment which promotes an independent work ethic and a love of learning;
engendering respect for individuality and difference so that all will feel secure and equally valued;
nurturing a sense of social responsibility and spiritual and personal development;
fostering integrity, confidence, resilience, creativity, good manners and sensitivity to the needs of others;
our primary aim is for each young person to be both courageous and caring, resilient and determined as they strive for excellence, an active and well-rounded citizen with deep integrity, one who respects others and contributes positively to society.
Overarching Curriculum Statement:
Because Everyone Matters at Rainford High, we are determined that every student is able to access an ambitious, broad, academic, fulfilling and exciting curriculum in their time at our school, building carefully from their experiences in KS2 and supporting progression from Year 7 through to pursuing further and higher education or careers from Year 11 and Year 13. We know how central an excellent education is to all students in enabling them to access their preferred choices - whether they are academic, vocational or technical - and enhance their life chances. In ensuring that our curriculum is broad and ambitious, with a strong academic core for all students, we will enable students to thrive academically, socially and personally, providing rich academic and cultural knowledge and experiences.
As Everyone Helps, our teachers will develop their skills and expertise through collaborative practice to ensure that the curriculum is delivered effectively, ensuring students develop the knowledge and skills essential to success and progression in their learning. Collaboratively constructed and carefully managed schemes of work clearly outline the required knowledge and skills essential to build progression to the end of each unit, year and Key Stage. Students’ knowledge and skills are assessed to establish the effectiveness of teaching, address gaps in students’ learning and to best secure key concepts to ensure progression through the curriculum for all students.
Our intent, ambition and implementation ensure that Everyone Succeeds, whatever their academic, social or personal circumstances. Students’ personal attributes and skills – discipline, independence, resilience and resourcefulness - allied to their academic qualifications, mean that each student is equipped to thrive in their personal journey.
### Students
### Useful Links
This is the useful links page
### Policies
Everyone Matters Schools Trust Central Policies (click link)
School Health Safety Policy
School Main Risk Assessment
Behaviour and Expectations
Attendance Policy_
Attendance and Fixed Penalty Notice
Behaviour for Learning Policy
Cyber Security Policy
Drugs Policy
Exclusions & Suspensions Policy
Mobile Phone and Other Devices Policy
Searching and Confiscation Policy
Business
Accessibility plan
Admissions Policy 2026
Complaints Policy
Data Breach Procedure Policy
Data Protection Policy (with SAR appendix)
Data Retention Policy
Early Careers Teacher Policy
Freedom of Information Policy and Publication Scheme
Information Security Policy
Privacy Notice for Governors and Volunteers
Privacy Notice for Job Applicants
Privacy Notice for Pupils and Parents
Privacy Notice for Staff
Privacy Notice for Visitors and Contractors
Snow Plan Procedure
Curriculum
Assessment Policy
Exam Contingency Plan
Exams Policy
Homework Policy
Non-Examination Assessment Policy
Word Processor Policy (Exams) 2025
Personal Development
PSHRE Policy
Equality Policy - Information and Objective Statement
Provider Access Policy Statement
Statement on Promotion of British Values -
Safeguarding and Wellbeing
Acceptable Use, ICT and Internet Policy
Allegations Guidance Policy
Anti-Bullying Policy
Attendance Policy
Biometrics Policy
Child Protection and Safeguarding Policy
Critical Incident Policy
Designated Teacher Policy
Intimate Care Policy
Medical and Care Policy
Mental Health and Well-being Policy
Online Safety Policy
Prevent Policy
Prevent Action Plan -
Prevent Policy
Young Carers
Safer Recruitment Policy
Safe Touch Policy
Searching and Confiscation Policy
Suicide Safer Policy -
Supervision Policy
SEN
Access Arrangements Policy
Special Educational Needs and Disabilities Information Report
Rainford High SEND Policy
St. Helens Council SEN - The Local Offer
### Ofsted Report
Rainford High’s latest Ofsted Report can be downloaded using the link below and further details can be found on the Ofsted website.
Ofsted Inspection Report 2021
We are trying to improve the quality of education at Rainford High all the time. If you would like to give us feedback please follow the link to parent view below
http://parentview.ofsted.gov.uk/
http://dashboard.ofsted.gov.uk/
Parent View - Give Ofsted your view on your child's school
Performance
DfE School Performance Tables
### Facilities Hire
Our Astroturf, Sports Hall and other facilities are available for hire:
Sports Hall (Basketball, Football, Cricket, Badminton, Netball etc.)
Activity Studio (Badminton, Judo, Dance, Boot-camp, Fitness classes etc.)
Astroturf with floodlighting – Full and half pitch bookings available
Auditorium
Classrooms (meetings, evening classes etc.)
Available Monday - Thursday evenings up to 9 pm
School holidays - daytime and evening
For further details please contact Sandra on 01744 887376 or 01744 887301 or email s.byrne@rainford.org.uk
Current Lettings
Rainford Rangers FC Football www.RainfordRangers.com
Billinge Juniors FC Football www.BillingeFC.co.uk
Rainford Pickleball (Indoor Tennis) www.RainfordPickleball.co.uk
Katherine (Conexus) Tuition www.ConexusTuition.co.uk
St Helens Hockey www.sthelenshockey.com
The Family Academy Martial Arts www.thefamilyacademy.co.uk
St Helens Shukokai Karate www.sthelenskarate.org
### Principal's Welcome
As Principal of Rainford High and CEO of the Everyone Matters Schools Trust. I am passionate about making Rainford High the best possible school for the young people who come here. This school is an inclusive and continually improving school, we are moving towards our goal of achieving excellence. As part of the Everyone Matters Schools Trust our aim is to build a legacy of excellent education for all our children and our community.
Our school has a clear ethos that Everyone Matters, Everyone Helps and Everyone Succeeds. This means we expect our community to be polite, kind and respectful, make sensible choices and work hard.
Schools are fantastic places because they are about making dreams a reality. I believe young people can achieve anything that they want but they have to underpin their dreams with a solid foundation of hard work, respect and honesty. It is Rainford High’s job to prepare it’s young people for the future.
We live in a world changing and developing faster than at any other point in history. Information and new discoveries are happening faster than ever before and we live in a truly global society. As a school we have a responsibility to make students lifelong learners who can move into the future with confidence.
One thing I insist on is that every student at Rainford High must have a dream and set themselves targets to achieve whatever that dream is.
Gandhi who led the Indian nation towards independence said: “Live as if you were to die tomorrow. Learn as if you were to live forever.”
For the school this means doing things to the highest standards we can all of the time and making the most of every single day.
To help the school achieve this I expect:
From the pupils, the highest standards of effort, dress, behaviour and a positive attitude towards the challenge of learning, this is underpinned by living our school ethos.
From the parents, support in reinforcing those standards, making learning a valuable experience by challenging and supporting every child to achieve their very best.
From myself and my staff, you can expect that we will work to make this the very best school possible. My promise to you as Principal of Rainford High, is that your child will receive the highest quality of education and have the best possible start in life. I am committed to the highest standards for your child in every aspect of their learning, so that they make excellent progress and can achieve their dreams and ambitions in the future. At Rainford High we are continually focused on living our ethos that Everyone Matters, Everyone Helps and Everyone Succeeds.
Ian Young
Principal/CEO
### About Us
Rainford High School opened in 1940 to serve Rainford and the surrounding area. The school has been fortunate to have had a rebuild under the Building Schools for the Future that was opened fully in September 2013. The new building provides an inspiring and modern learning environment for the students and the teachers to focus on learning.
The school site has state of the art facilities for Science, Design and Technology and ICT. The new learning environment for Art, Music and Drama will enable our students to produce work of an even higher standard and produce performances the school can celebrate with its community.
Facilities such as the immersive space and the "show and tell" area allow teaching and learning to be delivered in a creative, engaging and imaginative way. Flexible teaching spaces are allowing the school to develop an engaging and challenging approach towards teaching and learning. The new canteen and extensive quad allow for an exciting new learning environment that all students can benefit from whilst in lessons or on their own time. Rainford High School is a school for the 21st Century.
The school is building on its considerable strengths to become the best school it can possibly be for the young people and the community it serves. Rainford High has a clear ethos of Everyone Matters, Everyone Helps and Everyone Succeeds, this is underpinned by core values of hard work, honesty and respect.
### Rainford High School
Our school has a clear ethos that Everyone Matters, Everyone Helps and Everyone Succeeds. The way for us to all achieve our vision is by staff, students and parents working together so we can ensure that every child who comes here can have the best education possible. Schools are fantastic places because they are about making dreams a reality.
Ian Young, Principal